A study of Communicative Language Teaching in schools in Misurata city: a Libyan Context
الكلمات المفتاحية:
Communicative Language Teaching (CLT)، ), Attitudes، English language Teaching، communicative competenceالملخص
Communicative Language Teaching (CLT) has been studied and implemented by many researchers and scholars in the field of English Language Teaching. However, there are not many studies that specifically deal with CLT and its implementation in the Libyan context. While Libyan English language current curriculum requires using the Communicative Language Teaching approach in classrooms, and language teaching syllabi are based on it, actual teaching practices used by many Libyan teachers are different. The paper investigates whether this approach is appropriate for teaching English to Libyan students. Also, the paper presents an explanation of the CLT approach and its historical back ground.
The method was used for this research is a questionnaire. Participants for this study were 16 Libyan teachers of English at schools in the city of Misurata. The modes of data collection consisted of a questionnaire. The results show that Libyan teachers implementing CLT, whilst aware of the achievements, observe many difficulties in their classrooms. These difficulties are, namely, ill-trained teachers, lack of motivation on the part of the students, the educational and examination system, and limited resources. The results suggest that despite showing keen interest in change and being eager to apply CLT, Libyan teachers are not rather optimistic about the complete adoption of CLT, and thus feel that only by overcoming the difficulties mentioned above and by establishing more favorable conditions for the implementation of CLT can students truly benefit from CLT in their English classrooms. The paper discusses the implications of the findings for teaching English communicatively in a Libyan context.
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التنزيلات
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كيفية الاقتباس
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الرخصة
الحقوق الفكرية (c) 2019 Omar Abdullah Al-Bakbak
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