Application Of Communicative Language Teaching Research Articles

From The Viewpoints of Afghan University Lecturers, Using the Communicative Language Teaching Method to Teach and Learn English Language

Investigating how English as a Foreign Language (EFL) instructors at Afghan public universities felt about the application of Communicative Language Teaching (CLT) was the aim of this study. The study used a quantitative research design that included a survey questionnaire. The survey questionnaire was completed by fifty Afghan EFL instructors, and the results were evaluated using descriptive statistics (mean, standard deviation, and frequency). Overall, the findings demonstrated that CLT is seen well by Afghan EFL instructors. The most favourable opinions regarding the role of students in CLT were displayed, suggesting that students firmly think that learners have a crucial role in putting CLT into practice. The role of quality/quantity of error-correction had the lowest mean. The overall findings showed that the Afghan EFL lecturers have positive perceptions about. Future research should be done, according to this study, to learn more about the opinions of Afghan EFL lecturers at both public and private universities. Teachers, students, and policymakers should all take note of the current findings. Curriculum revisions are implemented by policymakers to align with the nation's adoption of CLT.

Application of CLT in Chinese Out-School English Tutoring Classes-Taking Skyedu as an Example

This study is mainly discussing the significance of using Communicative Language Teaching (CLT), the reason for applying CLT in the out-school English tutoring classes in China, and the analysis of its effectiveness. Teacher-centered is still the mainstream of English teaching in China nowadays, which may decrease students’ language learning autonomy, willingness, and motivation. In this case, turning from teacher-centered to student-centered is necessary and unavoidable. From some important previous research, CLT might be more suitable for Chinese students acquiring a second language effectively. Though it may not work in public schools, it could be useful in certain educational organizations. Therefore, this study also illustrates the possibility and feasibility to apply CLT in Skyedu, an educational organization. The result of the study demonstrated that it would be possible and practical to invite students joining in a CLT classroom in Skyedu.

Analysis on the Application of Communicative Language Teaching in Senior High School English Class

Communicative Language Teaching method is one of the main teaching methods in foreign language teaching. According to CLT, the foreign language classroom should be a place which is full of communication, and the final destination of English learning is communication. Compared with traditional teaching methods, communicative teaching method has its unique charm and characteristics. English is a language. The purpose of English teaching is to let students learn to communicate in English. As language becomes a means of communication, the acquisition of foreign language knowledge and communicative competence depends on specific communicative activities such as listening, speaking, reading and writing. The English syllabus also clearly requires that English teaching should cultivate students' communicative competence. However, looking at the current situation of English Teaching in China, it can be found that the vast majority of students' ability to communicate in English is relatively weak. In order to improve students' ability to communicate in English, communicative teaching method has been paid more and more attention by teachers. However, it is undeniable that everything has two sides. There are also many deficiencies in the implementation of communicative teaching method, which need us to further explore. Therefore, this thesis focuses on the evaluation and analysis of the application of Communicative Language Teaching of teaching practice.

The Application of Communicative Language Teaching: Method in Middle School English Classroom Teaching

The Application of Communicative Language Teaching: Method in Middle School English Classroom Teaching

An Analysis on the Application of Communicative Language Teaching in Senior High School English Class

An Analysis on the Application of Communicative Language Teaching in Senior High School English Class

Communicative Language Teaching Impact on Students’ Cognition and Writing Motivation in Translation Practice

Language teaching aims to develop communication competence that results in interaction. From the higher education perspective, students are not merely expected to be competent in their particular disciplines but also capable of interacting with people in global cultures. Thus, the teacher should take into consideration the essentials of EFL teaching methods. For this purpose, this study investigates the students’ cognitive involvement and motivation in translation activities as part of language learning. The sample group consisted of 62 (control group = 30; experiment group = 32) students from the engineering and economics departments of two universities in North Sumatra, Indonesia. We designed the materials for translation tasks using Indonesian as the source language (L1) to be translated into English (L2). We distributed a questionnaire consisting of 15 items after the completion of each translation task session. The questionnaire items were developed to investigate cognitive involvement and motivation and were categorized into four factors. We analyzed, summarised, and compared student responses on each item. The findings reveal that cognition involvement and writing motivation improved with the application of communicative language teaching in translation classes.

Theoretical Overview and Application Communicative Language Teaching, And Intercultural Language Learning/Teaching

This article discusses the application of communicative language teaching and intercultural language teaching in today's English classroom. Based on the author's own teaching experience, this paper studies the articles of some former scholars and summarizes some practical teaching skills and ways to improve language classrooms.

The Application of Communicative Language Teaching (CLT) to Improve the Grammar Ability

This research presented the Application of Communicative Language Teaching (CLT) Method through Grammar Practice Activities to Improve the Grammar Ability of the Fifth Semester Students of Informatic Study Program, Faculty of Computer Engineering, Cokroaminoto Palopo University. The objective of this research was to find out the effectiveness of grammar practice activities in CLT method in improving the grammar ability of the the Fifth Semester Students of Informatic Study Program, Faculty of Computer Engineering, Cokroaminoto Palopo University. The instruments of the research were test and questionnaire. The result of the research shows that the highest percentage was 56.8% of samples got good in grammar comprehension. The analysis of the test showed that the application of grammar practice activities in CLT method is effective based on the coefficient level a = 0.05 / 5% = 2.045, the researcher found that the significance test of the pre-test and post-test result was 14.522. And based on the questionnaire, this application was effective with the calculation of percentage was 33.3% strongly agree, 6.7% was strongly disagree.

COMMUNICATIVE LANGUAGE TEACHING WITH REALIA TO ENHANCE STUDENTS’ ENGLISH VOCABULARY

This research discusses vocabulary improvement of second year student at Madrasah Tsanawiyah Madani Pao-pao, South Sulawesi, Indonesia using Communicative Language Teaching with Realia. Researchers intend to answer the question "Is the use of Realia in Madrasah Tsanawiyah Madani Pao-pao effective in improving the vocabulary of second-grade students in communicative language teaching (CLT)?" This study aims to understand how CLT and Realia improve the vocabulary of Islamic school students. This study applied a real experimental method of two variables: the independent variable (CLT with Realia) and the dependent variable (vocabulary mastery). In this study, 60 students were randomly selected to participate, 30 in the experimental class and 30 in the control class. This study uses a written vocabulary test as a tool. From the data analysis point of view, the students' vocabulary has improved significantly. It can be seen from the results of the average score of the control category (71.8) and the average score of the control category (63.8). From the research findings and discussions, it can be concluded that the application of CLT and Realia can improve students’ vocabulary in Madrasah Tsanawiyah Madani Pao-pao.

An Investigation of The Application of Communicative Language Teaching in a Speaking Class at MAN Lubuk Alung

This research was a case study research that aimed to investigate the application of Communicative Language Teaching (CLT) in a speaking class at MAN Lubuk Alung. The subject of the study was a certified High School English teacher in Lubuk Alung who has 25 years teaching experience. The teacher’s speaking class was observed whether or not matched with the principles of CLT. The data were analyzed through some steps of qualitative data analysis, they are data managing, reading, describing, classifying, and interpreting. The result of the research revealed that the process of teaching speaking were not appropriate with CLT principles. Conversely, she seemed still to apply the characteristics of conventional teaching method.

The Application of Communicative Language Teaching to Improve Students’ Ability in Speaking

The purpose of this study is to investigate students’ ability in speaking before and after using Communicative Language Teaching in learning English. The method in this research was experimental quantitative method by using quasi experimental design with one group pretest-posttest model. The design only see students’ achievement in speaking before and after using Communicative language Teaching. The object of the research was English Department students. They were randomly selected. The technique of collecting the data was done through observation and the data were gotten from the students when they did oral communication. The instrument in this research was oral test. The data were analyzed by using Lilliefors test, testing homogeneity F, and testing hypothesis by using T-test. The result of this study shown that the use of Communicative Language Teaching could improve students’ ability in speaking. It was proved from the students’ average was higher after using Communicative Language Teaching. The data in this research had normal distribution. Based on data analysis by using T-test was gotten that tcount = 6,59 at the significant level = 5% and dk (n-1) = (30-1) =29 was gotten ttable = 1,699. So, tcount > ttable. It proved that Ho was rejected, and Ha was accepted. It’s meant that there was a significant difference between students’ ability before and after implementing Communicative Language Teaching.

Observation of Communicative Language Teaching (CLT) in a Year 3 Primary School in Johor Bahru

Communicative Language Teaching (CLT) has a long history in an English as a Second Language (ESL) classroom. It is an approach which focuses on developing learners’ communicative skills in a meaningful context. However, the application of communicative language teaching (CLT) in an English language classroom has recently been debated extensively. Teachers still find it difficult and challenging to adopt CLT effectively in the classroom. This paper aims to report the application of CLT in a Year 3 English language classroom during a 90-minute lesson. Specifically, the study intended to observe and describe whether or not the teacher focused on CLT in terms of lesson development and implementation. Data was collected using an observation checklist and field notes in accordance with the objective of the study. The collected data was analysed using content analysis and validated by interrater reliability. The findings have indicated strengths and weaknesses in the lesson conducted. This can be seen in certain features of the observation towards CLT such as pair or group work activities, fluency of the language, error correction implemented by the teacher and the role of the teacher. It can be concluded that CLT approach should be given importance in the classroom by teachers in the learning process.

Communicative Language Teaching (CLT) in EFL Context in Asia

This paper provides an in-depth investigation into the application of Communicative Language Teaching (CLT) in English as a Foreign Language (EFL) context in Asia, and China in particular. It reveals that CLT has not been fully acknowledged and espoused by Asia’s English language educators at the classroom level. Additionally, it unpacks the various factors that have impeded educators in Asia from enacting CLT. Through introducing the concepts of “teacher as curriculum implementer” and “teacher as curriculum maker,” it brings to surface why a mandated curriculum change as CLT cannot be realized in EFL context in Asia. The paper argues that teachers should be constructors rather than merely receivers of the imposed pedagogical reforms. The top-down educational enterprise of implementing CLT cannot succeed unless it is embraced by teachers with their reconfigurations in light of their specific teaching situations.

Lots of games and little challenge – a snapshot of modern foreign language teaching in English secondary schools

ABSTRACTThe number of pupils learning modern foreign languages (MFLs) beyond the age of 14 has fallen substantially over the last decade. Among other reasons, shortcomings in teaching methodology have been blamed for this situation. The methodology has been accused of applying the Communicative Language Teaching (CLT) approach in a selective way and not providing pupils with a sense of progress and achievement. As there is little empirical evidence from MFL classrooms, this study set out to investigate current teaching practices and evaluate the claims made about the application of CLT. Fifteen lessons in German, Spanish and French at KS3 were observed and the classroom activities were analysed for their focus on meaning and the opportunities they afford for the active use of the target language. The findings show a predominance of teacher-led and controlled activities, which required minimal language production by the pupils. The only traces left of the CLT approach were pseudo-communicative ‘fun’ activities which functioned as a disguise for form-focused exercises. Although this was a small-scale study, the findings suggest a culture of low expectations which poses little intellectual and linguistic challenge to pupils.

Application of CLT in Computer-Based Teaching of Listening and Speaking

This paper introduces the theory of communicative competence by Hymes, the interpretation of communicative competence by Canale & Swain, the elements of efficient communication by Widdowson respectively, and the limitation of the previous application in China with the teaching environment of Classroom plus blackboard, analyzes the necessity and feasibility of creating authentic communicative environment by using communicative language teaching (CLT) in teaching listening and speaking with the help of computers and websites, and discusses the components of the learning and teaching model in the authentic communicative environment by using CLT with the feedback and evaluation from both the students and the teachers.