Abstract
The main purpose of this paper is to investigate the relevance of the communicative language teaching (CLT) to the teaching English in Libyan context. Moreover, it was intended to highlight the historical perspective, features and principles of CLT, followed by an illustration and discussion of the description of the specific classroom context. Finally, after discussing all the elements that are pertaining to this approach, it concluded that CLT seems to be an appropriate approach that may remain on top of a variety –list of approaches, since it focuses on all the language aspects such as functional and grammatical elements and also its tasks imply working with real life situations.Key Words: CLT, Historical, Approach, Libyan
Highlights
The growing need for good communication skills in English has created a great demand for English language teaching in all parts of the world
Critical Discussion of Relevance to the Libyan Context: If we consider the relevance of communicative language teaching (CLT) to the Libyan context, it should be mentioned that, due to globalization, which has turned the world into one village, and to the recent changes in different aspects of life in all over the world, and since the new technologies are in English language, so most countries including Libya have imposed English in their school curriculum, to be taught in all education stages, starting from year five in primary stage till university stage
Most Libyan students want to cope with the progress that the world has been experiencing these days, especially after the security council raised the embargo on Libya, and due to the new arrangements which were set out by the government towards tourism, which a lot of people will need to be perfect in different languages especially English language
Summary
The growing need for good communication skills in English has created a great demand for English language teaching in all parts of the world. The majority of people today want to improve their ability of using English. Chances to learn English are available in many different ways such as through formal education, or other means of communication and the Internet. This has produced an incredible demand for quality language teaching. Second language learners want to be able to control English at a high level of accuracy and fluency. A great need for a suitable teaching methodology has emerged.(Richard, 2001 p. This essay aims to analyse and give a brief discussion of CLT ,and to discuss its historic perspective ,with a brief illustration of its features, and its relevance to the Libyan context
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
