Suchergebnisse

This study aims to investigate the perception of language teachers and their experience regarding the use of translation as a language teaching approach in Saudi Arabia. The study adopted a cross-sectional qualitative design to investigate the role of translation as a communicative approach in language teaching. Data were collected through a semi-structured interview with 20 professors and lecturers who were teaching at a university in Saudi Arabia. The interview results revealed that language translation strategy is effective in developing the necessary communicative ability among Saudi language learners. Also, the use of translation should be based on the skill set and competence level. It concludes that the judicious use of the translation should be practiced for Communicative Language Teaching.

Abstract
This paper attempts to explore Slovak EFL learners' perceptions of the fundamental principles of communicative approach, which has been employed as the primary way of teaching foreign languages for the past five decades. Research participants were formed by 111 Slovak university EFL leaners – teacher trainees (n = 111), who were asked to demonstrate their level of agreement to the statements concerning communicative language teaching by responding to a 5-point Likert scale questionnaire. The calculated means indicate that overall, the research participants are in agreement with the selected principles of CLT as they agreed with 16 out of the 18 chosen statements. However, they appear to be neutral about two aspects of CLT, the use of native language at EFL lessons and discovering and investigating grammatical rules by learners themselves. Arising out of the research results, the conclusions are drawn, and pedagogical implications are discussed.

Language is the most widely used tool that Human beings use for interacting with each other to exchange their ideas, information, feelings and sentiments. It acts as a repository of wisdom, a propeller for the advancement of knowledge and telescope to view the vision of the future in this fast changing world. The English language has played a vital role. It is the most influential language the world has ever witnessed. Super-power politics has not been able to set boundaries for it. It is the closest thing to a lingua franca around the world. English has penetrated deep into all business sectors and has established itself as a global passport for professional success. The teaching skills and strategies should be developed keeping pace with the current demands of the global market. More attention needs to be paid on the development of learners' competence with focus on evolving a more effective and successful method. Language is the most important communicative tool of mankind, and English language has become a universal medium of communication in today's era of liberalization and globalization.

This thesis examines Rwandan University EFL teachers' perceived difficulties in implementing Communicative Language Teaching (CLT). The data were collected using an online survey questionnaire that was completed by 16 teachers. The results indicated that participants faced several challenges including overly large classes, students' lack of opportunities to use English outside the classroom, the students' tendency to always use their L1 in pair and group work, students' passive learning style and dependence on the teacher, students' low proficiency level in English, insufficient time allotted to English, and teachers' little time to develop CLT materials mainly due to a large number of students taught and heavy workloads. In addition to these problematic issues that were generally rated as important problems (each with a mean rating of at least 3.50 out of 5), the study showed that the issues of English not being given the same value as other subjects and a lack of teaching facilities, equipment, and materials were also challenging at some universities. Based on the study findings and the participants' suggestions, the Government of Rwanda, the Ministry of Education, and colleges should 1) train enough teachers of English and provide regular in-service training opportunities to practicing teachers, 2) avail enough language teaching facilities, equipment, and materials, 3) promote the use of CLT from early levels of education, and 4) reduce the number of students in language classes. Teachers can also use various strategies to minimize different problematic issues encountered in the implementation of CLT.

This paper considers deficiency in the use of English for communicative purposes by second language learners as responsible for unemployment in Nigeria. It reinforces the fact that English serves as the official language in Nigeria's ESL environment and as such necessary for all formal transactions. Using Dell Hymes theory of Communicative Competence as our theoretical guide, the paper observes that many youths are unemployed today because of their deficiency in the use of English. They lack the pre-requisite English language skills required to succeed in formal contexts such as government or private organization. This deficiency may, however, be traced to the problems of teaching and learning communicative skills of English in Nigerian schools. To overcome this challenge, the paper recommends an integrated teaching of the four skills of English via a task-based instruction (TBI) method in our schools. There is the need for paradigm shift in teaching of English language from emphasis on mastering of only the linguistic rules to improving learner's overall communicative abilities. It is only in doing so that learners of English in Nigeria's L2 environment can acquire and maximally utilize communicative skills of English for employment opportunities both nationally and internationally.

The objectives of this research were to find out the Teachers" perception in implementing communicative language teaching (CLT) at Maritime English class.
This research applied qualitative description. The population were the teachers at Polytechnic Maritime Barombong. The respondent consisted of 14 teachers. The research data were collected by questionnaire and analyzed by using goggle form to see the teachers" perception about the implementation of Communicative Language Teaching at Maritime English class.
The results of the research was: the teachers" perception in implementing communicative language teaching (CLT) at Maritime English class result which disclosed familiar and understand communicative language teaching (CLT). They also believed that Communicative language teaching (CLT) can improve the students communicative competence. The Teachers" perception in implementing communicative language teaching (CLT) at Maritime English class the researcher conclude that overall the teachers satisfy with communicative language teaching (CLT).