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"Communicative language teaching"
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The effectiveness of the intercultural language communicative teaching model for EFL learners
Over the past years, there has been a growing interest in intercultural communicative competence (ICC) in English language education. However, not all English language educators in the Vietnamese context and other similar contexts are well aware of intercultural language teaching since there lacks instructional design models to integrate intercultural content into English language classes. This project, therefore, aims to test the effectiveness of a developed intercultural communicative language teaching (ICLT) model. It involved forty-seven EFL learners learning General English at a foreign language center in Ho Chi Minh City, Vietnam. Three research instruments, namely language test, intercultural competence test and semi-structured group interview were employed to garner data. The findings revealed that after a thirteen week training course, EFL learners’ language competence and intercultural competence had similar patterns of improvement. This project, thus, implies that the ICLT model is effective in facilitating EFL learners’ ICC development, and it can be applied in other similar EFL contexts.
Journal Article
A Conceptual Framework for Teaching Arabic as a Second Language
Despite the increasing demand for learning foreign languages such as Arabic, approaches to teaching this language remain under-explored. The increasing complexity of classrooms renders the task of ensuring that learners with diverse backgrounds and experiences attain the stated objectives, challenging. To address this challenge, this study proposes the 3Cs approach, which combines communicative language teaching, collaborative learning and social constructivist theory, to improve the teaching and learning of Arabic. This approach integrates communicative techniques based on social constructivist theory and is implemented through the acquisition of shared knowledge of the environment. The 3Cs-based approach, which promotes students' active involvement, has the potential to facilitate comprehensive learning and real-world applications, offering new opportunities for both teachers and students to improve outcomes and address classroom difficulties.
Journal Article
Assessing English proficiency for university study
\"English-medium institutions around the world face challenges in coping with the diverse language backgrounds of their students. This book focuses on strategies and procedures for assessing the academic language ability of incoming students so that those with significant needs can have opportunities to enhance their language skills. It draws upon a variety of contexts, with a particular focus on initiatives at universities in Australia and New Zealand to introduce post-entry language assessment (PELA) programmes. The book discusses the relative merits of the constructs of academic language proficiency and academic literacies as the basis for the assessment and also considers the diagnostic nature of such assessments. On a practical level, there is a wealth of advice on appropriate test formats, and a framework for evaluating the validity of assessments of this kind. It will be of great interest to academics and administrators concerned with the quality of teaching and learning in their institutions, as well as lecturers and tutors in EAP and academic learning programmes\"-- Provided by publisher.
BOOK
Revisiting Communicative Language Teaching Approach in Teaching ESL Speaking Skills
As the world heads into modernisation, English is widely spoken by non-native speakers due to the globally competitive market. Teaching speaking in ESL classrooms has always been a massive problem since many learners are struggling to utter simple sentences despite years of learning English. By introducing the Common European Framework of Reference (CEFR) into the existing curriculum, Communicative Language Teaching (CLT) approach is being prioritised to teach spoken interaction among ESL pupils. This systematic review aims to investigate the implementation of the CLT approach in teaching speaking skills in ESL classrooms. By adopting the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology, 37 were extracted out of 360 CLT-related articles from Google Scholar and ERIC databases based on the inclusion and exclusion criteria. Based on the selected articles from 2018 to 2022, the findings reveal that teachers and pupils view the CLT approach positively regarding its effectiveness in sustaining speaking skills in ESL classrooms despite the challenges faced. Future research is suggested to fill in the gap of this study by investigating the perceptions of the education stakeholders towards implementing the CLT approach under the ESL context.
Journal Article
Multilingual frameworks : the construction and use of multilingual proficiency frameworks
\"Describes 20 years of work at Cambridge English to develop multilingual assessment frameworks. Multilingual Frameworks covers the development of the ALTE Framework and 'Can Do' project; work on the Common European Framework of Reference and the linking of the Cambridge English exam levels to it; Asset Languages - a major educational initiative for UK schools; and the European Survey on Language Competences. It proposes a model for the validity of assessment within a multilingual framework, and while illustrating the constraints which determined the approach taken to each project, makes clear recommendations on methodological good practice. It looks forward to the further extension of assessment frameworks to encompass a model for multilingual education\"-- Provided by publisher.
Book
Communicative Language Teaching Approach in a Saudi Context: A Critical Appraisal
This research investigates impediments to the successful implementation of Communicative Language Teaching (CLT) in Saudi English as a Foreign Language (EFL) classrooms. Going beyond typical discussions on teacher training and curriculum development, the study explores entrenched resistance stemming from traditional teaching methods among teachers and students. The examination system, emphasizing rote memorization and grammar, poses a significant obstacle to CLT's communicative goals. Sociocultural factors, including a conservative view of education and perceived threats to Arabic identity through English acquisition, contribute to the resistance. Conclusively, the research highlights the interconnectedness of these challenges, proposing that transforming English assessment methods could gradually reshape student perspectives and boost motivation for communicative language acquisition. The study advocates pragmatic solutions such as curriculum adjustments aligned with cultural norms, comprehensive teacher training, and adaptations to the testing system to evaluate real-life language use. These strategies aim to cultivate an environment conducive to CLT adoption in Saudi EFL classrooms, moving beyond theoretical considerations to actionable steps. The research underscores the need for ongoing exploration through future studies, assessing the long-term impact of these strategies on learner attitudes and language acquisition outcomes. It emphasizes a sustained commitment to refining language education practices in Saudi EFL contexts and beyond.
Journal Article
Applying the Communicative Approach in Assessing EFL Young Learners
In the evaluative phase concerning the practicality of language acquisition, the Communicative Language Teaching (CLT) methodology has emerged as the preeminent standard in educational paradigms. Nevertheless, the import of integrating CLT becomes particularly salient within the framework of language adoption as a medium of communication. The application of a communicative approach to the learning and evaluation of English, specifically for young English as a Foreign Language (EFL) students, confronts distinct challenges. These challenges, if not effectively navigated, present a potential hazard to the realization of desired educational outcomes and have the capacity to hinder academic performance. Consequently, this undermines the efficacy of the approach vis-à-vis its envisioned impact. In light of this, the present study endeavors to scrutinize prospective challenges that may exert an adverse influence on communicative language assessment in the context of young EFL learners. Moreover, the study seeks to proffer viable solutions to mitigate these challenges based on empirical findings. The primary objective of this research is to engender awareness regarding the inherent difficulties associated with the implementation of the communicative approach. The research further furnishes actionable and efficacious measures conducive to both EFL education and the overall learning experience of young students. A pivotal aspect for the proficient application of the communicative approach as an assessment technique for young learners lies in the meticulous execution of assessment tasks.
Journal Article
Factors Affecting Teachers’ Implementation of Communicative Language Teaching Curriculum in Secondary Schools in Bangladesh
This study focuses on the selected factors affecting teachers’ implementation of the Communicative Language Teaching (CLT) curriculum in secondary schools in Bangladesh. The study is explorative, interpretivist, and qualitative in nature. A phenomenology approach, under qualitative method, was adopted to explore how teachers experience the phenomenon of CLT based curriculum change. Four schools were chosen, two from Dhaka (Urban), the capital of the country, and two from the villages in Chandpur (Rural). Eight selected participants were chosen from these schools based on a purposive sampling. Semi-structured interviews, classroom observation and document analysis of curriculum, assessment, and teaching materials were the instruments of data collection. The finding of the study suggests that the shift from traditional Grammar Translation Method (GTM) to CLT was needed a positive outlook from all the selected factors in the context of change; however, this did not happen. Numerous factors such as, needs of classroom teachers, complexities regarding the mismatch of teaching syllabus and material with assessment, unequipped classrooms, and quality of teacher development facilities have challenged teachers to implement CLT as it was intended in the curriculum. The study suggests some recommendations to ensure the effective implementation of CLT curriculum. Future research is also recommended based on other factors and stakeholders.
Journal Article