Communicative Language Approach Research Articles

Implications of the Changing Status of English for Instructional Models of English: A Study of Vietnamese ELT Teachers’ Reflections

English language teaching (ELT) in Vietnam has been influenced mostly by the native speaker model through the communicative language approach (Pham, ). With the spread of globalisation, however, English as an international language has undergone major demographic, geographic, and structural changes. The current roles and status of English require a reexamination of ELT teaching models and methodologies, especially in countries employing traditional methods (Sharifian, ). Although scholars have researched theoretical examinations and the resulting teaching implications, teachers’ perspectives have not been extensively studied. Jenkins (, p. 492) says it is not academics’ place “to tell teachers what to do.” Therefore, teachers’ voices in discussions of the current status of English and its impacts on their teaching are important. This empirical study addresses this gap in the literature and explores teachers’ thoughts about the recent changes in the role of English for their teaching practices. The data, collected from focus groups of English teachers in Vietnam, show that teachers’ responses to the diversity of English ranged from a preference for the native speaker model to a desire to include varieties of English in the classroom. Based on their reflections, the article discusses several pedagogical directions for ELT in Vietnam and similar expanding circle contexts.

The Effectiveness of Communicative Teaching Approach for Improving Speaking Skills of Business College Students

The current study investigated the effectiveness of applying the Communicative Language Approach (CLA) to enhance speaking ability of business administration students in Delta University for Science and Technology. A quantitative method was applied by using pre- and post- test to measure improvement of students. The participants were 40 students of freshmen students, who studied English1 course in the fall semester of the academic year 20172018. The participants were divided into two equal groups with twenty students each, Control Group (CG) and Experimental Group (EG). To find out the improvement of students‟ speaking ability the researcher used pre-posttest and t-test. A semi-structured questionnaire also was administered to measure students’ attitude towards using CLA in studying English and their difficulties within the business context. The results indicated that t- test was 2.042 (significant at 0.05). This indicated that by applying Communicative Language Approach, the students' achievement has been improved. The results of students’ questionnaire showed positive attitude towards using CLA for improving their speaking skills. The pedagogical implications of the study were presented

Content of English Language Certificate Examination in Primary School in Cameroon: An Analysis.

In many countries in sub-Saharan Africa an official language is used as either a second or foreign language. In the case of Cameroon English is used as a second language by the English-medium population from pre-nursery to university. Instruction apart English language is employed for formal, informal and government situations. What is more it is the language for career prospects. This is not easy especially for young children who are still in the process of developing in their L1. English language competence therefore most often is related to academic success and progress. This article analyses the examination content of the First School Leaving Certificate (FSLC) in Cameroon. The general argument is that the English language competence and performance of successful primary school graduates still falls short of expectation. A number of reasons have been given for this low level such as use of the Communicative Language Approach, the young ages of pupils and inadequate resources. By analysing the content of the examination from 2014-2015 indicators may be drawn with regard to the appropriateness to expected skills and abilities. Discussions are made further in the light of similar contexts and suggestions are drawn to inform ESL/EFL summative assessment practice of Young Learners world-wide.

Teachers’ Role in the Application of Communicative Language Approach in Teaching Listening and Speaking in Schools in Lugari District, Kenya

Teachers’ Role in the Application of Communicative Language Approach in Teaching Listening and Speaking in Schools in Lugari District, Kenya

Towards the Development of Communicative Language Approach for Adult EFL Students of the Community College, Taif University, KSA

The paper describes the experience of the author as a teacher in general English language skills program. In this paper an attempt will be made to briefly deal with the notion of communication, communicative language teaching, and its implications for teaching English as a foreign language students through language skills post-secondary program. Firstly, this paper aims to describe the problems that the students tend to have in these multi-level classes regardless of the difference in their age and sex. Suggestions will be given as how the teachers in these classrooms can do better to improve the students’ performance. Then, it will suggest some strategies to successfully ‘teach’ these students, given the fact that all have different language skills that need to be improved. To achieve this goal, we shall look at the teaching process and suggest some ways to improve the teaching quality and students’ learning and motivation.

The Effect of Communicative Language Approach on English in Nepal

The Effect of Communicative Language Approach on English in Nepal