Embedding Grammar while Developing Communicative Competence in English: Relevant Cultural Contexts and Teaching Approaches

The communicative language teaching (CLT) approach has been extensively used in English teaching in recent decades. Many scholars have investigated CLT and English teaching from various perspectives, but few have examined teachers’ attitudes towards the CLT approach and its usage in English grammar teaching. This study aimed to investigate the rationale, the teaching effects and suggestions of English teachers in using CLT in English grammar teaching in China colleges. A qualitative research method was adopted and data was collected through an open-response questionnaire from 13 English teachers of 6 universities in China. The analysis of the data collected revealed that most of the China English teachers used CLT. Their rationale for using it are summarized in this study. The results show that CLT positively affects China college students’ English grammar learning despite some limitations, especially in cultivating their communicative competence, motivating their study interests, and modifying the classroom atmosphere, which also helps build students’ confidence. Moreover, most of the participants recommended using CLT to conduct English grammar teaching, and eight suggestions were presented to help English teachers conduct the CLT approach to grammar teaching. This study could prove a good reference for teachers who would like to teach English grammar under the CLT approach and enhance their understanding of CLT.

Communicative Language Teaching (CLT) has a long history in an English as a Second Language (ESL) classroom. It is an approach which focuses on developing learners’ communicative skills in a meaningful context. However, the application of communicative language teaching (CLT) in an English language classroom has recently been debated extensively. Teachers still find it difficult and challenging to adopt CLT effectively in the classroom. This paper aims to report the application of CLT in a Year 3 English language classroom during a 90-minute lesson. Specifically, the study intended to observe and describe whether or not the teacher focused on CLT in terms of lesson development and implementation. Data was collected using an observation checklist and field notes in accordance with the objective of the study. The collected data was analysed using content analysis and validated by interrater reliability. The findings have indicated strengths and weaknesses in the lesson conducted. This can be seen in certain features of the observation towards CLT such as pair or group work activities, fluency of the language, error correction implemented by the teacher and the role of the teacher. It can be concluded that CLT approach should be given importance in the classroom by teachers in the learning process.

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.

This study investigates the effect of using deductive and inductive approach in teaching English to students on their conditional sentence mastery. This study also intends to describe the students’ perception toward deductive or inductive teaching approach. This study was a queasy experimental study which compares the effectiveness of deductive and inductive approach in teaching conditional sentences. The sample of this study is 64 SMK students in the academic years of 2012-2013. The students consist of two classes and each class comprises 32 students. The findings indicate that inductive teaching approach is more effective than deductive approach when used to teach conditional sentences. The result of the questionnaire indicates that students like the inductive approach and they are satisfied taught using inductive approach

the purpose of the present study was to investigate the role of teachers’ perception and practice of English language teaching in the implementation of Communicative Language Teaching (CLT) approach in two Chinese universities, which was conducted with three pragmatic purposes: 1). to investigate teachers’ perception on the characteristics of CLT approach used in English language teaching; 2). to identify teachers’ perceived practice of instructional strategies with CLT approach in helping students develop their communicative language skills; 3). to explore the problems and obstacles in the midst of English language teaching with it. The mixed methodology of (Quant +qual) approaches was employed in this study. The data was collected from forty college English teachers who were working at the Department of Applied English through survey questionnaire, a case study, and semi-structured phone-call interview. The findings revealed that almost teachers’ perception and practice had a noticeably positive correlativity with the characteristics of CLT approach in ELT, directly manifesting that the three intricate characteristics and instructional strategies of CLT approach in practice as they’ve frequently perceived highly related to the improvement of students’ English language communication skills, respectively. Nevertheless, some problems and obstacles were likewise illustrated, which probed to be difficultly operated in prolific English language teaching class within CLT approach. Implications for the study are that teachers’ perception and practice of ELT with the characteristics of CLT approach have meaningful effects on ELT development in Chinese higher education as well as the exhibited issues in class operation profoundly requires consideration to be kept from in college class.

The Communicative Language Teaching approach is the recommended methodology to be used in the teaching of English as a second language in Zambia primary schools. The language policy stipulates that English should be used as a language of instruction from grade five to tertiary education. Considering Zambia as a multilingual country, there seems to be a gap between the policy and practice which affects the effective teaching of English grammar using Communicative Language Teaching (CLT) approach. The aim of the study was to establish challenges faced by teachers when teaching English grammar using the CLT approach in grade six multilingual classrooms in Central Province of Zambia. The study used a qualitative design, and data was collected using face to face interviews. A sample of 20 grade six primary school teachers participated in the study. Data was analysed thematically. The study revealed that teachers experienced challenges such as learners’ poor proficiency in English language, learners’ low classroom participation, teachers’ lack of proficiency in the learners’ dominant local language, lack of teaching and learning materials, teacher to pupil ratio, and learners’ linguistic diversities in the classroom. The study recommended that teachers should be trained on how to navigate the complexities of multilingual classroom when teaching English grammar.

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.

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.

Poetry can be a significant aspect of a person’s literacy experiences (Tomlinson & Lynch-Brown, 2002). It is an excellent genre for learning, but what are the best methods and should poetry be required for English as a foreign language (EFL) literature majors? The main purpose of this study is to determine how effective poetry can be in increasing EFL literature majors’ English reading, writing, listening, and speaking skills, and examine if the learners can reach a higher level of higher order thinking. This study examines communicative language teaching (CLT) and how a CLT poetry course can impact EFL literature majors’ language and higher order thinking skills. This article introduces the benefits of such pedagogies and advocates for making poetry classes a requirement for all EFL literature majors. The results of the study indicate that the EFL participants improved all four English language skills, reached a higher level of critical thinking, and also improved their vocabulary knowledge. Therefore, the theory of making a poetry class a requirement for EFL literature majors is sound as long as the class is based on CLT approaches and methods. It is also recommended that more EFL teachers carry out CLT poetry teaching in their courses to benefit their EFL learners’ language and critical thinking skills.

The current study mainly aims at investigating the effectiveness of using Communicative Language Teaching (CLT) approach in developing students’ speaking skills at Sudanese secondary school levels from English language teachers’ perceptions. Also, the study seeks to find out the problems that hinder the teachers’ from implementing the CLT approach. To meet these aims and objectives the researcher employed a quantitative approach using a descriptive design. The researcher used the survey to collect data from the participants of the study. The random sampling technique was applied to select the sample out of all English language teachers at Omdurman Locality. Therefore, (100) female and male teachers have participated in this study. The information gained from the surveys was analyzed using the software Statistical Package for Social Sciences (SPSS). The study revealed the following findings: First of all, the majority of participants strongly agree that there is a positive relationship between teachers’ attitudes and effective usage of the communicative approach. The mains statements that gathered the highest level of response are: I think using CLT in my classroom helps my whole teaching process and using CLT in my class helps me share ideas and opinions with my learners. This means that most of the study participants assured that the use of CLT in the classrooms helped them to share the knowledge and facilitated their teaching process. Secondly, the majority of participants agree that there are effective factors that hinder teachers from using communicative approach to develop students speaking skills. The main statements which gathered their highest level of response are the following: Lack of authentic materials hinder the use of CLA in my and classroom size makes using CLT in my classroom more difficult. This clearly shows that the most effective factors that hinder teachers from implementing CLT in their classes are lacking of authentic material and classroom size. Finally, the majority of participants strongly agree that the communicative approach to develop students speaking skills – in general, and the main statements which gathered their highest level of response: Using CLA enhances students speaking skills, and I think using CLT motivates my student to speak accurately inside and outside the classroom. This result indicates that their participants of the study confirmed that using CLT in classroom enhanced their students speaking skill and motivated them to speak fluently. Article visualizations:

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.

Teaching language with effective theories, directions and ways of instructing is a vital topic in the current fields of teaching and learning. Locating the most appropriate and effective teaching and learning methodologies and strategies for a given situation is important for language learning classrooms. Over the years, many theories have been created to meet the needs of the learners of that time period. However, due to the rapid development of social and cultural environments, a large number of contemporary theories have been developed and employed in a variety of different approaches and applications. This paper is a literature review paper which discusses the Communicative Language Teaching (CLT) approach, together with relevant teaching and learning methodologies and strategies. The purpose of this paper is to outline advantages, disadvantages and applications of CLT. The researcher reviewed some historical and some current papers relating to how a CLT approach can be beneficial in the current classroom environment. The result of this paper was provision of an effective overview which applies to language teachers to assist in locating and establishing appropriate teaching and learning strategies for their students with different social and cultural backgrounds.

Communicative Language Teaching (CLT) in Malaysian Context: Its’ Implementation in Selected Community Colleges

This comprehensive literature review seeks to evaluate the technology tools and pedagogical techniques used in the instructionof English grammar in ESL/EFL class. It aims to address two pivotal research objectives which areto find out the technological toolsand pedagogical approaches in teachingEnglish grammar within ESL/EFL class.By usingPRISMA framework, 16 scholarly articles published between 2021and 2024 were meticulously selected from the ERIC and Scopus repositories for comprehensive analysis.The review delineated five principal categories of technological instrumentswhich are Game-Based Tools, Visual Presentation Tools, Mobile Learning Applications, Collaborative and Interactive Tools and Artificial Intelligence (AI) Tools that provide adaptive learning experiences. Six pedagogical methodologies also emerged as significantwhich are Deductive and Inductive Approaches, the Eclectic Approach, Communicative Language Teaching (CLT), Game-Based Learning and the Corrective Feedback Approach. These approacheswere frequently integrated with technological resources to meet diverse learner requirements, foster active participation and enhance grammatical accuracy.The findings underscore the critical necessity of aligning technological resources with suitable pedagogical strategies to facilitate effective grammar teaching.

Background: The era of globalization demands the development of effective English communicative competence, but there is a gap between formal language proficiency and students' practical communication skills. Objective: This study analyzes the methodological significance in the development of students' English communicative competencies through a comprehensive investigation of various pedagogical approaches and their implementation strategies. Methods: This study used a qualitative approach with a literature review design, analyzing the scientific literature from academic databases using thematic content analysis techniques based on the Dell Hymes communicative competence theoretical framework which includes four components: grammatical, sociolinguistic, discourseal, and strategic competencies. Results: Findings show that communicative learning methodologies such as Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT) are proven to be 65% more effective than conventional grammar-translation methods. Performance-based assessments through role plays, presentations, and group discussions provide a more accurate picture of students' communicative abilities. The implementation of a communicative approach requires a transformation of the learning paradigm from teacher-centered to learner-centered. Conclusion: The development of communicative competence requires a holistic and integrated approach that combines all four components of communicative competence simultaneously. Communicative methodologies have proven to be effective in bridging the gap between theoretical knowledge and the use of practical language in real communication situations