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Problems in Using Communicative Language Teaching in Iran and Possible solutions For the degree of M . A . in Teaching English as a Foreign Language
| Content Provider | Semantic Scholar |
|---|---|
| Author | Ashari, Narjes Zarrin, Nasser |
| Copyright Year | 2014 |
| Abstract | This is an essay to investigate the problems and constraints in applying communicative language teaching (CLT) in Iran. According to advocates of (CLT), the goal of teaching with this method is to use the language as a medium of communication. It is generally accepted that there is a need to distinguish between learning that and learning how. In other word, there must be a distinction between knowing various grammatical rules and being able to use them effectively and appropriately when communicating. Dahmardeh (2009) Believed that Iranian students after teaching and learning English for seven years and finishing high school, cannot communicate in real situations, but a few simple cases such as greeting and taking a taxi .The application of the communicative approach in teaching English as a foreign language; however, is associated with some problems that can cause the method turn out not to be successful and the learning outcome not to be efficient enough.(Koosha and Yakhabi,2013).This paper mainly intends to evaluate the problems that may lead to the failure of communicative language teaching in Iran and some suggestions. The findings can be useful for 1) curriculum planners as well as textbook designers in order to design and write English language text books with the communicative framework 2) English foreign language teachers and learners, providing them insightful ideas about how to manage their teaching and learning activities in order to implement this method successfully. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://www.tjeas.com/wp-content/uploads/2014/09/257-266.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
