چکیده:
If the target of foreign language teaching is to use the language, communicative language teaching (CLT) seems to be an ideal teaching model. The goal of teaching with this method is to use the language as a medium of communication (Adi, 2012).The application of the communicative approach in teaching English as a foreign language, however, is associated with some problems that can cause the method turn out not to be so much successful and the learning outcome not to be efficient enough. This paper mainly intended to evaluate the problems that may lead to the failure of communicative language teaching in EFL contexts and some possible solutions for such problems. Awareness of these problems and the possible remedies can be helpful for both EFL teachers and learners, providing them with insightful ideas about how to manage their teaching and learning activities for the successful implementation of this method.
خلاصه ماشینی:
Problems Associated with the Use of Communicative Language Teaching in EFL Contexts and Possible Solutions Mansour Koosha, Associate Professor, Department of English, Khorasgan Branch, Islamic Azad University Mansour.
The application of the communicative approach in teaching English as a foreign language, however, is associated with some problems that can cause the method turn out not to be so much successful and the learning outcome not to be efficient enough.
The rationale of the CLT approach is that the teacher should act as a facilitator to create a student centered classroom and engage learners in authentic-like and meaningful communications with the goal to increase comprehensible language input for learners and expect them to generate more output (Huang and Liu, 2000, cited in Norouzi Larsari, 2011).
Although the CLT approach attempts to involve learners in more authentic and interactive learning tasks that promote both comprehensible input and learners' language output, teachers still find it difficult and challenging to adopt the approach and maximize the learning; especially in EFL classrooms.
As Widdowson (1998) perceived, the English language teaching that takes communicative competence as the invariable goal doesn’t fit in the EFL contexts where learners’ engagement in social interaction with native English speakers is minimal (Wei, 2011).
For instance, as stated by Ghanbari and Ketabi (2011) the structure of University Entrance Exam (UEE) in Iran that values grammatical learning above language knowledge and communication negatively affects the CLT English course.
Perceived problems in using communicative language teaching (CLT) by EFL Iranian teachers.