Query: communicative language teaching problems

title: Troubleshooting Prospective Problems Associated with the Implementation of Communicative Language Teaching in the EFL Context
abstract: In this era of practical language learning, the communicative language teaching (CLT) appears to be the perfect teaching model. The significance of using the CLT increases remarkably in the context of using the language as a medium for communication. The implementation of the communicative approach in teaching English as a foreign language is, however, pervaded with a number of prospective problems that are potential hazards in achieving favorable results. These anticipated issues may affect the learning outcome and make it not as efficient as expected. The current study aims at examining the potential problems that may have a negative impact on communicative language teaching in EFL contexts and the author intends to present the possible solutions for such problems. One of the aims of this study is to promote the consciousness concerning the prospective problems of implementing CLT and present practical solutions to facilitate it for both EFL teachers and learners. In order to efficiently use CLT as one of the most productive teaching methods in EFL, it is essential to provide informed ideas on the successful management of teaching and learning activities.

title: Problems associated with the use of Communicative Language Teaching in teaching Chinese as a foreign language
abstract: New language teachers have shifted to adopt the communicative language teaching (CLT) approach after noticing the failure of form focusing approach in developing learners' communicative ability in real life situations. CLT method has been identified as the functional approach. 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, expecting them to generate more output. If the target of foreign language teaching is to use the language, CLT seems to be an ideal teaching model. The aim of this study was to find out the difficulties faced by teachers in using CLT method in teaching Chinese as a Foreign Language (CFL) at the University of Kelaniya, Sri Lanka (UOKSL) Data were collected from the Chinese language teachers at UOKSL by a using questionnaire, semi structured interviews and class room observations. Results depict that indoor class room environment and a large number of students of the classes may lead to the failure of CLT. Awareness of these problems and the possible remedies such as small group classes, outdoor activities can be helpful for both CFL teachers and learners, providing them with insightful ideas about how to manage their teaching and learning activities for the successful implementation of this method.

title: The Problems Encountered in Using Communicative Language Teaching in Teaching German as a Foreign Language
abstract: This paper focuses on the difficulties encountered by the teachers in using communicative teaching method in teaching German as a foreign language. The communicative language teaching which emerged in the 1970s and 1980s after the mechanical practice of audiolingual method consists of interactive communication sessions where the learner is eligible to engage in authentic meaningful communication. The objective of this research is to examine what difficulties are encountered by the teachers in using communicative language teaching method in teaching German as a foreign language at the university of Kelaniya and what steps should be taken to overcome these difficulties in order to use communicative teaching method more effectively. This research is based upon the data collected by a questionnaire distributed among the German teachers, followed by semi structured interviews and classroom observations to analyse their experiences in dealing with the difficulties in using communicative teaching method. According to the findings of the research it was evident that the lack of class room environment suitable for a communicative language teaching, the traditional frontal teaching method which makes the students difficult to adopt to the communicative learning method, and the number of students exceeding the capacity for a communicative classroom were the main difficulties encountered by teachers in using communicative method. It was suggested to divide the students in to small groups to use games and to implement more authentic classroom activities, give students positive encouragement, limit error correction during speaking and to improve the classroom facilities which is suitable for a communicative classroom to get more effective use of communicative teaching.

title: Problems in Using Communicative Language Teaching in Iran and Possible solutions For the degree of M A in Teaching English as a Foreign Language
abstract: This is an essay to investigate the problems and constraints in applying communicative language teaching (CLT) in Iran. According to advocates of (CLT) the goal of teaching with this method is to use the language as a medium of communication. It is generally accepted that there is a need to distinguish between learning that and learning how. In other word, there must be a distinction between knowing various grammatical rules and being able to use them effectively and appropriately when communicating. Dahmardeh (2009) Believed that Iranian students after teaching and learning English for seven years and finishing high school, cannot communicate in real situations, but a few simple cases such as greeting and taking a taxi .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 successful and the learning outcome not to be efficient enough.(Koosha and Yakhabi,2013).This paper mainly intends to evaluate the problems that may lead to the failure of communicative language teaching in Iran and some suggestions. The findings can be useful for 1) curriculum planners as well as textbook designers in order to design and write English language text books with the communicative framework 2) English foreign language teachers and learners, providing them insightful ideas about how to manage their teaching and learning activities in order to implement this method successfully.

title: The Communicative Language Teaching (CLT) at the Higher Secondary Levels in Bangladesh: Problems and Prospects from Teachers' Perspective
abstract: With the realization of increased needs of English language in Bangladesh in the backdrop of globalization, emphasis has been placed on effective learning of this language. Hence, as practiced globally, the Communicative Language Teaching (CLT) was introduced in Bangladesh in 1998 1999 with a view to enhancing the quality of learning among the students of different levels.

title: Problems Associated with the Use of Communicative Language Teaching in EFL Contexts and Possible Solutions
abstract: 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.

title: Practices and Outcomes of Communicative Language Teaching in Higher Secondary Schools in Rural Bangladesh
abstract: This paper aims to provide insights into the challenges of Communicative Language Teaching (CLT) practice at higher secondary level in Bangladeshi rural settings. Employing qualitative approach, in depth interviews were conducted with 24 rural English language teachers to explore the problems they face in CLT implementation. The interview data were scrutinized using thematic analysis. Three major themes emerge from the analysis which are: (i) pedagogical factors; (ii) contextual factors; and (iii) personal factors that obstruct CLT implementation to reach at its expected outcome. The paper reveals the gap between the objectives of the present ELT curriculum and teachers' practices. The teachers are optimistic with CLT approach for improving students' English skill, but they need viable support to overcome the factors working as the barriers of its proper implementation. Based on the teachers' suggestion, the study recommends the aligning of curriculum and test format, and also the training and logistic support for the teachers to overcome the issues surrounding the CLT implementation in the rural context of Bangladesh.

title: Fifty years of communicative language teaching; A synthesis of critical implementation issues
abstract: The last few decades have witnessed the widespread adoption of the communicative approach to teaching English to students of other languages with a view of helping them achieve communicative competence. However, in terms of implementation, Communicative Language Teaching (CLT) has encountered various problems in the EFL and ESL contexts. Drawing on previous research, this article presents the reader with a critical review and synthesis of the issues precluding the usage of CLT in ESL/EFL countries around the world. Specifically, it examines the problems faced by teachers in using the approach and the constraints resulting from their lack of skills and capability, culture, and context and examination oriented education systems. The article concludes with an emphasis on the need to develop teachers' English language proficiency, provide regular pedagogical training in CLT, adapt the approach to be more culture and context sensitive, and create more authentic language learning assessment to overcome the wash back effect. CLT may be looking at a better future in ESL/EFL countries if these critical issues can be addressed effectively.

title: ENGLISH LANGUAGE TEACHING PROBLEMS IN INDONESIA
abstract: The problems of English teaching in Indonesia have been by many experts and practitioners in the field. Most people focus on the suitable methods of teaching. Some of the methods that have been used are grammar translation method, direct method, structural method, reading method, audio lingual method, situational method, total physical response method, and communicative approach. As a result,Indonesian government or the department of education keeps on changing the methods of teaching English as a foreign language. It is true that we need to keep up with the progress in teaching methodologies. But there are many other factors that we need to consider when we want to be successful in our English teaching program. First of all, the teaching of English as a foreign language has always been considered very important in Indonesia in order to be able to compete with other countries in terms of science, commerce, and technologies. But in real practice the government does not seem to show seriousness in the matter. Let us look at the curriculum and syllabus. In a way, the content of the English syllabus is very dense. It covers all the language skills and components. But the result of the teaching learning process is still not satisfactory.Whenwe look at the teaching learning process that has been done in public schools, we can probably say that the unsatisfactory result was caused by some factors. First of all, language teaching is different from other subjects teaching. Language teaching is not just a matter of teaching the knowledge. It is more of teaching the skills. It takes a long time to train someone to become fluent in using the language skills.In reality, the class size is usually big while the allotted time for English subject is very little and the meeting frequency is very low. A Foreign language must be taught intensively in small classes with high frequency of meetings. It is best if it is conducted on the daily basis so that the students can achieve quick results and progresses. When the students can feel the progress, they will be motivated to learn more.  English, language teaching, problems

title: An Exploration into Students' Perceptions towards the Challenges of Learning Reading Skill Using Communicative Language Teaching Approach: Focus on Wolaita Sodo Preparatory School
abstract: The main purpose of this study is to explore students' perceptions towards the challenges of learning reading skill using communicative language teaching approach: focus on Wolaita Sodo Preparatory School. Descriptive research design was employed. The data were collected through classroom observations and questionnaires. Students were selected the sample using Slovene's sample size determination formula: (I.e.=N/1+N (e)2. The study divulged that the EFL students have negative perception towards learning reading using communicative language teaching approach. As a result, student's negative perception towards learning reading skill using communicative language teaching approach was found. Hence, based on the findings, recommendations were made. In concurrence to this, the researchers recommend that the concerned bodies should give due attention to overcome selected problems which hampers learning reading skills using communicative language teaching approach particularly mobilizing EFL teachers and students through continuous capacity building activity is paramount.