Communicative Language Teaching

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The use of the English language as a universal mode of communication has continued to increase at a rapid rate across the globe, specifically in developing countries (0000000). English has become an international “lingua franca” for speakers of different first languages to communicate in the areas of commerce, culture, research, media, and diplomacy (0000000). The Kingdom of Saudi Arabia (KSA) is among the countries that have an increasing interest in the English language.

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The Saudi Ministry of Education has developed the teaching of English as a foreign language (TEFL) to promote language proficiency among student (Rahman, 2011).For instance, the ministry modified the teaching English as a foreign language (TEFL) curriculum document. The goal was to review teaching resources such as textbooks and to update them accordingly to focus on the four basic learning skills (listening, speaking, reading and writing) and promote the communication competence of Saudi students (Rahman, 2011). These textbooks are based on the Communicative Language Teaching method (CLT) which will contribute to improved performance in English (Rahman, 2011). However, classroom teaching practices are still devoted to secondary purposes, such as teaching grammar, memorization and rote learning and using traditional methods (Elyas & Al-Grigri, 2014, Alrashidi, & Phan, 2015, Al-Awaid, 2018). According to Liton and Ali (2011) and Alharbi, (2015), one of the fundamental shortcomings in teaching and learning English in Saudi schools which still needs more development lies in the promotion of communicative competence among students. Thus, the incompatibility between the practices used by English language teachers and the efforts of the government to improve a TEFL is a major problem.

Teachers are the key drivers of the educational process as they facilitate the requisite connections between students, curricular content, learning expectations, and assessment, while they also play a major role in determining students’ learning environment (Gulnaz, Alfaqih & Mashhour, 2015). Given the current state of low English performance outcomes in KSA, teachers, who are crucial to the learning process within classrooms, need to be assessed in relation to their perceptions and beliefs towards communicative Language teaching. Pajares (1992) synthesized the findings from multiple studies that suggest “a strong relationship between teachers’ educational beliefs, and their planning, instructional decisions, and classroom practices (p. 326). This current study is important because it will clarify the perceptions of KSA elementary teachers harbor regarding the CLT method. As Van Driel, Bulte, and Verloop (2007) suggest, if an attempt is made to change teachers’ practice, it is necessary to know and address their existing beliefs. Thus, this study will contribute to improving the TEFL instructional practices through CLT methods in Saudi Arabia as way to help students use English for more meaningful communication.

This reviews literature relating to using Communicative Language Teaching (CLT) in the context of English as a Foreign Language (EFL). It starts with an overview of CLT definition, principles and history, previous studies associated with teachers’ perceptions towards implementing CLT in English as foreign language contexts, and finally the challenges associated with this teaching method. (This is like introduction for literature review section that will come next)

Reference (Check the APA style)

Alrashidi, O., & Phan, H. (2015). Education Context and English Teaching and Learning in the Kingdom of Saudi Arabia: An Overview. English Language Teaching, 8(5), 33-44.

Rahman, M. (2011). ELT in Saudi Arabia: A Study of Learners’ Needs Analysis. Saarbrucken: LAP Lambert Academic Publishing.

Al-Awaid, S. A. A. (2018). Teaching Strategies in EFL Environment in the Secondary Schools in the KSA: Evaluation and Remedies. Advances in Language and Literary Studies, 9(2), 50-58.

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Alharbi, H. A. (2015). Improving Students’ English Speaking Proficiency in Saudi Public Schools. International Journal of Instruction, 8(1), 105-116.

Elyas, T., & Al-Grigi, W. H. (2014). Obstacles to teaching English in Saudi Arabia public schools: Teachers’ and supervisors’ perceptions. International Journal of English Language Teaching, 2(3), 74-89.

Gulnaz, F., Alfaqih, A. M., & Mashhour, N. A. (2015). Paradigm shift: A critical appraisal of traditional and innovative roles of an English teacher in Saudi ELT classrooms. Theory and Practice in Language Studies, 5(5), 934-946.

Liton, H. A., & Ali, M. M. (2011). A diagnostic study of EFL courses at the community college of Jazan University. Language in India, 11(12), 108-128.

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