An Analysis of Communicative Language Teaching (Clt) Approach: Difficulties and Implementations
DOI: 10.23977/curtm.2021.040421 | Downloads: 3 | Views: 82
Xiuhui Xu 1
1 Edgbaston, Birmingham B15 2TT, United Kingdom
Corresponding AuthorXiuhui Xu
It seems obvious that CLT is playing an increasing significant role in improving communicative competence. However, there are still many teachers and students find it difficult to understand and follow in language teaching practice. Therefore, CLT will be analyzed and discussed in the following parts: Firstly, CLT will be compared with another method called the audio-lingual method in terms of different origins, aims, features and the way and content of teaching. Secondly, CLT is not a perfect approach, thus the next part aims to analyse some possible reasons why teaching CLT is difficult from the perspectives of teachers, students, different education policies and teaching materials. Based on these limitations, the final part will provide some implementations to complement CLT in language teaching. Although CLT seems to be considered as a useful approach in language teaching, it may be more effective if combining different approaches together in language teaching classes, depending on different aims, situations, as well as learners’ needs and preferences.
KEYWORDSClt, Audio-lingual method, Difficulties, Implementation
CITE THIS PAPER
Xiuhui Xu. An Analysis of Communicative Language Teaching (Clt) Approach: Difficulties and Implementations. Curriculum and Teaching Methodology (2021) 4: 90-94. DOI: http://dx.doi.org/10.23977/curtm.2021.040421
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