Attitude Towards Clt

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Teacher`s attitude toward CLT and factors affecting the implementation of CLT in Asian countries Abstract This study is about teacher`s attitude toward Communicative Language Teaching (CLT) and implementation of this approach in Bangladesh, Pakistan, Taiwan and Iran. Does CLT have advantage or disadvantage in Asian classes? What is the Asian teacher`s attitude toward CLT and what kind of problems do they face in their classes? Most of these studies have two phases, the first phase is quantitative and second one is qualitative study which is used to explain quantitative data. The researchers in these studies collect data by using questionnaires and interviews. They found out that there are four factors which are affected implementation…show more content…
English is the most widely spoken language in the world. That’s why people have a great desire to learn English more and more. Obviously, it is very important for them to be able to communicate in English. Nowadays, communication is the goal. But it is not achievable through the traditional methods. So, communicative language teaching (CLT) has been emerged. In this approach, learners have communication in real world situations and their role is more efficient than the previous methods. Teachers just do as a guide. So the learners have great interest in these kinds of classes. Of course CLT advocates teaching practices that develop communicative competence in authentic context (Larsen-Freeman, 2000). However, the theories and practices of CLT have met various challenges in EFL context (Anderson,1993;…show more content…
The first phase survey study reported that the most Chinese teachers are supportive of implementation of CLT.It shows that among 302 participants, 94% responded favorably toward CLT and were willing to practice it (Liao,2003). In the second phase the teachers expressed their agreement with CLT such as “the teacher should take into account the students` need” and the aim of the class is to enable students to communicate easily in real life situations”. So many researches show that teachers have positive and favorable attitude toward CLT. But in some cases teachers concern about CLT. For example, Hawkey (2006) reported that Italian teachers of English think some correction of grammar and lexis errors is necessary. Also Taiwanese teachers believe that EFL learners have no immediate need to communicate in English. On the other hand, they need grammar and reading skills in order to learn content

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