Communicative language teaching method

The development of modern society requires highly qualified specialists in different fields of industry, who can communicate effectively and interact productively with foreign colleagues. Proficiency in a foreign language has become crucial for a specialist’s personal and professional growth. This paper aimes to study the impact of communicative foreign language teaching methods on developing undergraduate students' communicative competence at Ternopil Volodymyr Hnatiuk National Pedagogical University. This research employs general scientific approaches and methods: theoretical for analysis, generalisation of the main provisions of the research and clarifying the essence and features of the process of developing communicative competence; and empirical: a questionnaire, observations, testing and conversations for examining the level of undergraduate students' communicative competence. This paper starts with the analysis of theoretical fundamentals of communicative competence in foreign language learning, its general components. It briefly describes some foreign language teaching methods focused on communication activities in foreign language classes. Due to the data of the survey conducted at Ternopil Volodymyr Hnatiuk National Pedagogical University, the impact of implementing communicative foreign language teaching methods on developing undergraduate students' communicative competence was examined. According to the study's findings, communicative foreign language teaching methods promote students' interest and foster their engagement in the learning process, raise their motivation and improve their communication proficiency in English. The combination of innovative and traditional technologies, such as writing essays or reports, constructing scenarios, modelling communicative situations, role-playing, case-studying, etc., plays a critical role in the foreign language classroom learning. Undergraduate students felt more confident in speaking and writing in English due to the learner-centered approach and numerous interactions and communication activities undertaken in a foreign language class. Key words: communicative competence, foreign language learning, undergraduate students, proficiency, communication.

Students in Indonesia may understand theories in learning English but struggle to put them into practice.This research was conducted at SMAN 7 SIDRAP and the researcher wants to use Communicative Language Teaching (CLT) method which emphasizes language as a tool for communication, the researcher wanted to compare the CLT method with the conventional method that teachers usually use at school, so the formulation of the problem in this study was to find out whether there were differences in learning outcomes between the CLT method and the conventional method.This study aimed to assess the effectiveness of the Communicative Language Teaching (CLT) method in improving the speaking ability of students at SMAN 7 SIDRAP. This research used experiment design with Quasi experimental, the total sample was 40 students that devided in 2 class that is 20 students’ was from 10 MIPA 1 as an Experiment class and another 20 was from 10 MIPA 2 as an Control Class, the result showed that the independent sample t-test revealed a significant difference between the two methods, with the CLT method being more effective in improving students' speaking abilities.

With the rapid development of the social economy in the late 2000s, the communicative competence of English learners has increased significantly in China. The conventional approach tends to memorize by rote, which begins to withdraw gradually from Chinese Higher Education. The communicative language teaching (CLT) method is emerging worldwide and getting increasing attention. This paper has used the method of secondary review to analyze the implementation status of teaching methods in College English education in China, which primarily focuses on the advantages and disadvantages of the conventional approach and communicative language teaching. Moreover, this paper analyzes the restrictive factors that the CLT method can not completely replace the conventional approach through comparative analysis.

This study aims to determine whether the CLT method improves students' English vocabulary mastery before and after learning using the CLT method. This is a quantitative study with a pre-experimental design. In this research design, the researcher only uses one class as an experimental class which was given treatment in the form of vocabulary learning using the CLT method. However, before the treatment was given, students would be given a test in the form of a pre-test and post-test that aimed to see the effect of the CLT method in improving students' vocabulary skills. The data from the test was collected and then the data was analyzed through descriptive statistics. The population used was all students of SMP Negeri 50 Halmahera Selatan and all were selected as samples in this study. The instrument used to collect quantitative data in this study was a vocabulary test. This test is in the form of multiple choice consisting of 30 question items. Tests distributed before and after the treatment were given as pre-test and post-test. In addition to comparing the significance value (Sig.) with a probability of 0.05, the authors also compared the t-count value with the t-table to test the hypothesis that had been made previously. The t count based on the result of paired sample test is 38,076 and the t table based on the value of df (34) is 2,042. This shows that the value of t arithmetic (37.769) > t table (2.042) it can be concluded that H0 is rejected and Ha is accepted. In other words, there is an average difference between the learning outcomes of the pre-test and post-test, which means the CLT method improves the students’ English vocabulary at SMP Negeri 50 Halmahera Selatan.

This paper explores two widely employed language teaching methods in second and foreign language education: Communicative Language Teaching (CLT) and Contextual Teaching and Learning (CTL), and analyzes their applicability in Chinese high-school English curriculum. CLT primarily focuses on developing students' "communicative competence", which encompasses linguistic, sociolinguistic, textual, and strategic abilities. CTL, on the other hand, emphasizes connecting academic knowledge to students’ personal, social, and cultural contexts, helping them understand and apply what they learn in real-life situations. While the goals of both CLT and CTL align with the objectives of the Chinese high-school English curriculum, which aims to enhance students' ability to use language effectively in real-life contexts, there are significant challenges in implementing these approaches in practice. Major obstacles include an exam-oriented educational system, teacher-centered classroom models, large class sizes, and insufficient teacher training in both CLT and CTL methods. The paper concludes that although CLT and CTL have the potential to enhance students' language competence, their widespread and effective application in Chinese high-school English classrooms remains limited due to these barriers.

This article examines Arab-heritage learners' preferences on how grammar is taught in English classes with a communicative competence focus, serving as a basis for developing principled teaching practices and teacher-training.Data was collected via a questionnaire from 336 adult learners that attend a private teaching facility using primarily Communicative Language Teaching (CLT) methods.In the study, learners were pooled into lower-level, or higher-level groups depending on their Common European Framework (CEF) language level.Data was collected on learners' preferred teaching/learning strategy choices including (i) deductive or inductive approaches, (ii) embedding grammar in local or 'international' cultural contexts, (iii) use of tasks and exercises or activities, and (iv) immediate or delayed teacher intervention.Results indicate Arab learners' overall preference of grammar instruction practices based on deductive approaches, conditional to teaching practices being embedded in meaningful contexts.Lower-level learners prefer local cultural contexts, while higherlevel learners prefer Western/international ones.Very few Arab-heritage learners prefer methods based on guided inductive approaches using tasks and exercises with periodic teacher-intervention, and almost none chose the deep-end CLT inductive approach.Conversely, shallow-end inductive approaches, with contextualized tasks, activities and delayed teacher intervention are almost as popular as contextualized deductive approaches.This study indicates the importance of meaningful cultural contexts for embedding grammar instruction, reappraising contemporary deductive methods, and the balanced use of shallow-end CLT and inductive approach.These results should therefore help teachers and teacher-trainers realign popular Western beliefs about English teaching and teachertraining when operating in Arab-heritage communities.

The research aims to find out whether the students reading comprehension can be improved through the use of the Communicative Language Teaching(CLT) method. In order to achieve the objectives, the researcher held action research at SMA N 5 Lhokseumawe, from 16- 19th March 2021. There were 2 cycles in which 2 meetings were held for each cycle. The subject of the study is the second year with the numbers of population 32 students. The instruments used were observation sheets, questionnaires, and tests. The result of the study is the problem of motivating students to read. This can be solved by using Communicative Language Teaching(CLT). Based on the questionnaire, all of the students said that the use of the Communicative Language Teaching(CLT) method was interesting. In line with the questionnaire result, the observation sheet also showed excellent results on students’ study habits. There was an improvement in students’ comprehension, it can be seen in cycle 1 which was 89.06 points, and cycle II which was 95.6 points. In this study, I suggest that the teachers should be able to use Communicative Language Teaching(CLT) as an alternative to motivating students learning.

The article presents an attempt to infer the key stages of creating an effective online English lesson based on corporate teaching practices and techniques of Skyeng online school. There have been revealed some important aspects that are to be taken into consideration when working out an online lesson structure and content. Having analyzed various theoretical courses on communicative language teaching methods and having combined them with the incorporated Skyeng practice in teaching English as a Second Language or English as a Foreign Language (ESL/EFL), we have come up with a certain algorithm which we advise to apply in lesson modelling: focusing on achievement aims rather than procedure aims, choosing the correct lesson structure, evaluating the studying materials and content, formulating methodological sections to aid the teachers. There have been presented some language management techniques currently used in Skyeng lessons, such as the correct formulation of the instructions, balancing teacher talking time and student talking time and the technique of a guided discovery. The practical application of Blooms’ taxonomy is illustrated in the example of additional speaking tasks and their correct development. There have been described such notions as: achievement aims, materials’ evaluation, TTT and STT balance, guided discovery, lesson content units, Blooms’ taxonomy, lesson structure. The article contains practical examples of how these notions are realised in the lessons developed in Skyeng online school. Though all the examples are shown in the paradigm of an online lesson, the same algorithm presented in the article is highly recommended when developing offline lessons which are traditionally held in a classroom. Thus, there has been made an attempt to work out a single algorithm for modelling effective online and offline ESL/EFL lessons.

Communicative competence is the goal of language learning, for which students have to learn language in a real context; and it also becomes the focus of Curriculum 13 in Indonesia. However, due to the COVID-19 pandemic, there are conflicts in realizing communicative competence for the students online. This study aims to identify conflicts faced by the teachers in integrating communicative language teaching method and online platforms used during the pandemic, as the lessons in long distance learnings. This study is qualitative with in-depth interview as the main data collection technique. The respondents of this study cover 137 senior high school teachers. The data is analyzed by identifying the relevant interplays between graduate competences, language learning methods, online platforms used, and conflicts on the teachers and students learning autonomously along pandemic. The findings show that there are conflicts among the teachers and students in implementing online communicative language teaching autonomously, since the method and the used online learning platforms are irrelevant and internet literacy and infrastructure are still poor. There must be comprehensive understanding and skills of the teachers and students in handling autonomous learning digitally along the pandemic including learning outcome, materials, learning methods and process, and testing the outcome. These conflicts bring about lessons of adaptability, collaboration, communication, and resilience, they have learned valuable skills that will serve them well in their future education and careers.

Given the significance of English in the global world, English language teaching in Bangladesh has become subject to a supreme concern in maintaining economic growth and developing a skilled workforce. In this article, several barriers have been discussed based on a critical analysis of published materials. This review article covers several key issues such as the status of English in the country; English in education policies; factors affecting the implementation of communicative language teaching curriculum, method, and materials in Bangladesh; validity of the current assessment and its washback effect on English language teaching in Bangladesh; and current situation of teachers’ professional development. The article concluded with language policy and planning implications for policymakers, curriculum and material developers, public exams’ test-setters, and future English teacher training programmes, keeping the overall development of ELT in Bangladesh in mind.

This research investigated students’ perceptions of tutors’ teaching methods applied in one of grammar tutoring classes in an English Education study program at one of the universities in Yogyakarta. The students’ preferences on grammar teaching methods were also discovered. This research employed a quantitative approach. Fifty-seven students participated in this study and filled out the questionnaire. Their activities during tutoring program were observed. Then, the interview was used to gather further information. The result of the questionnaire revealed a mean score of four point twenty-nine. It showed that the participants of this study shared their positive perceptions of tutors’ teaching methods in grammar tutoring classes. They felt that the tutors were able to build a comfortable learning experience and motivate them to have a language exposure. Additionally, the students desired to learn grammar by using the audio-lingual method and communicative language teaching (CLT) method. This study implies the need for a well-prepared peer tutoring program to help students effectively. Additionally, the administrators can address individual learning differences and provide insights for improving grammar instructions.

The goal of this paper is to verify up to what point ELT textbooks used in Spanish educational settings comply with the official regulations prescribed, which fully advocate the Communicative Language Teaching Method (CLT). For that purpose, seven representative coursebooks of different educational levels and modalities in Spain � secondary, upper secondary, teenager and adult textbooks � were selected to be analysed. A full unit randomly selected from each coursebook was examined through the parameters of the communicative potential of the activities � measured on a scale from 0 to 10 � and the communicative nature of the methodological strategies implemented � measured on a dichotomous scale (yes/no). Global results per educational levels point to the prevailing communicative nature of all the materials, which was shown to be above 50%. The remaining non-communicative block was covered by activities focused on the formal features of language (grammar and vocabulary). This resulting degree of dissociation between official regulations and what is really found in teaching materials may be positive, since the learning of languages is complex and results from the intervention of multiple factors and learning styles, as is evidenced by the professional experience of teachers from different backgrounds and beliefs.

This study focuses on how communicative competence should be developed through effective reading. The basic idea of developing communicative competence comes from different points. For instance, syllabus may not give much concern and sufficient activities to improve learners’ communicative competence in all cases. In addition to the problems of pronunciation, stress, intonation, grammatical structures and vocabulary of English language, this may be attributed to the lack of listening materials and limited exposure to conversational English. The direct cause may be rooted in the methods, strategies, activities and the characteristics of effective reading, deveolping students’ communicative competence, determining to what extend effective reading helps in developing learners’ communicative competence. The tool used for collecting data for this study is a questionnaire which is base on 13 statements. The sample of the study consists of 50 teachers of English at the basic level chosen randomly from teachers of English at AlShagra in the South of Khartoum state. SPSS programmed was used to analyze the data. The analysis of the data leads to the fact that communicative competence can be successfully developed through effective reading. Most of English language teachers are unqualified and untrained, the lack of continuous follow-up of teachers and parents. In the light of the results reached so far, it is recommended that communicative competence should be developed through effective reading, communicative competence should be given more attention in the present syllabus and students should be given adequate opportunities to practice English in authentic communicative situations. Also teachers and parents should follow-up closely and encourage learners to develop their language.

This study explored the relationship between conceptual level a social cognitive variable and second language communicative competence. Conceptual level indexes both cognitive complexity and interpersonal maturity which have been related to first language communicative abilities. The research hypotheses stated that conceptual level was related to the development of communicative competence while foreign language aptitude was related to linguistic competence (mastery of the structural components of a second language).Conceptual level was found to be related to both communicative and linguistic competence(r = .54, p < .001;r = .48, p < .001)as was foreign language aptitude(r = .40, p < .01; r = .41, p < .01). However, foreign language aptitude was not found to be related to linguistic competence when conceptual level was statistically controlled (r = .20, p < .135). Conceptual level, on the other hand, was found to be related to communicative competence when foreign language aptitude was statistically controlled (r = .42, p < .01). Thus, conceptual level appears to be an important individual variable in second language learning.

The main objective of this study was to investigate the challenges and opportunities of developing students’ communicative competence. To this end, a total of three schools from three different zones such as Sheka, Bench-Maji and Kafa were selected as a study area. To gather the valuable information from the subjects, two instruments, a test for students and questionnaires for both teachers and students were used. To select the sample subjects, purposive sampling and systematic sampling techniques were used for teachers and students, respectively. The result of the study has shown that the students’ communicative competence that was inferred from their performance was an “average” or it was in “good” scale. Furthermore, the test result showed that the students mean score value of their communicative competence is 53.15 with the standard deviation of 9.8 from the result, and the students’ linguistic competence is the least and below average value while the students’ discourse competence and strategic competence were medium. The students’ sociolinguistic competence was higher than average. However, the students and teachers’ responses showed that lack of practice in all macro language skills, students’ shyness and being passive, lack of exposure to English speakers, lack of technology assisted language learning, first language dominance and lack of interest were the main challenges to the development of students’ communicative competence. The finding also indicated that students have very limited number of opportunities such as only those related to teachers and textbooks. Finally, based on the results obtained, EFL teachers should have clear understanding about goals of language teaching and CLT principles’ implementation especially in teaching grammar inductively and in using language for meaningful communication and the ministry of education should provide necessaryperiodic trainings for EFL teachers on CLT principle implementations to improve the students’ communicative competence.