Implementation of the CLT-approach in ELT has not met with much success despite education policies mandating it worldwide—especially in EFL contexts. Many teachers embrace the primary goal of CLT of ‘[teaching] students to be able to use the language’ (Hiep, 2007, p. 200), however, ‘traditional’ methods continue to prevail in many parts of the world (Bax, 2003). CLT innovation is challenged by insufficient levels of financial and professional support and teacher training, inadequate teaching materials (Humphries & Burns, 2015), teacher working conditions, misconceptions about CLT, the nature of national English exams, and deep-rooted sociocultural beliefs and values that underpin education and clash with CLT tenets. This essay will consider
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198-199). Consequently, CLT implementation becomes inefficient for the EFL classroom and teachers will blame CLT coursebooks as lacking in explicit content and thus unsuitable (Humphries & Burns, 2015). Secondly, non-native English-speaking teachers often lack confidence in their own communicative and strategic competencies, and knowledge of English-speaking cultures to be able to successfully implement CLT methods (Butler, 2011). CLT places a heavy burden on teachers to spontaneously answer questions about language, culture and unpredictable information students discover on the Internet. Teachers would rather enjoy the security of traditional methods involving controlled, gap fill activities. This is particularly true in Asian contexts where education is traditionally teacher centred and teachers are expected to know it all. These teachers fear losing the respect of and thus total control of students through failing to answer questions (Butler, 2011; Hu, 2010). Thirdly, …show more content…
Continuing with the currently unfruitful pure CLT approach is not ideal as ‘…students would soon forget what they learn in a communicative class’ since they do not use English in their everyday lives and [only receive] 4 hours of instruction every week (Li, 1998, p. 694). The reasonably sized classes means incorporating CLT is not likely to undermine class control. Hiep (2007) notes that many EFL teachers do not reject the spirit of CLT in promoting communicative competence—the problem lies in their uncertainty as to CLT implementation. Bax’s (2003) context approach (2003), which will only cause teachers to rely purely on traditional method sand completely reject CLT, is not ideal as methodology and context should be of equal importance (Harmer, 2003). In terms of teacher training, it is recommended that there be explicit teaching of both CLT oriented and non-CLT oriented principles and practices so that teachers can select and adapt pieces of methods to best suit their learners’ needs (Ur, 2013). Qualified teaching consultants should be hired to give teachers opportunities to refresh educational theories, attitudes and beliefs (Li, 1998). English teachers at a Chinese University have reported that as long as teachers could explain to students the rationale behind communicative methodologies and are sensitive to the ‘Chinese culture
198-199). Consequently, CLT implementation becomes inefficient for the EFL classroom and teachers will blame CLT coursebooks as lacking in explicit content and thus unsuitable (Humphries & Burns, 2015). Secondly, non-native English-speaking teachers often lack confidence in their own communicative and strategic competencies, and knowledge of English-speaking cultures to be able to successfully implement CLT methods (Butler, 2011). CLT places a heavy burden on teachers to spontaneously answer questions about language, culture and unpredictable information students discover on the Internet. Teachers would rather enjoy the security of traditional methods involving controlled, gap fill activities. This is particularly true in Asian contexts where education is traditionally teacher centred and teachers are expected to know it all. These teachers fear losing the respect of and thus total control of students through failing to answer questions (Butler, 2011; Hu, 2010). Thirdly, …show more content…
Continuing with the currently unfruitful pure CLT approach is not ideal as ‘…students would soon forget what they learn in a communicative class’ since they do not use English in their everyday lives and [only receive] 4 hours of instruction every week (Li, 1998, p. 694). The reasonably sized classes means incorporating CLT is not likely to undermine class control. Hiep (2007) notes that many EFL teachers do not reject the spirit of CLT in promoting communicative competence—the problem lies in their uncertainty as to CLT implementation. Bax’s (2003) context approach (2003), which will only cause teachers to rely purely on traditional method sand completely reject CLT, is not ideal as methodology and context should be of equal importance (Harmer, 2003). In terms of teacher training, it is recommended that there be explicit teaching of both CLT oriented and non-CLT oriented principles and practices so that teachers can select and adapt pieces of methods to best suit their learners’ needs (Ur, 2013). Qualified teaching consultants should be hired to give teachers opportunities to refresh educational theories, attitudes and beliefs (Li, 1998). English teachers at a Chinese University have reported that as long as teachers could explain to students the rationale behind communicative methodologies and are sensitive to the ‘Chinese culture