A COMPARATIVE STUDY OF TEACHING METHODOLOGY: APPLYING COMMUNICATIVE APPROACH IN ENGLISH AS A FOREIGN LANGUAGE CONTEXT
In language teaching and learning process,to evaluate the efficacy of existing methodology is a norm rather than exception.‘New movements often begin as a reaction to old ones.Their origins lie in a discontent with an existing state of affairs’ (Johnson & Marrow,1981). The use of communicative approach in EFL context has been studied widely and,has remained an issue of much debate for long.There are many researches taken to estimate its appropriacy for the non-native countries,yet there is hardly found any study taken to evaluate its implementation in Pakistan.This was a mixed method research and a triangulation of data source was applied to ensure the authenticity of findings.Two main objectives guided this research:(1) what is the feasibility of applying CLT approach in Pakistan in lieu of traditional method,and (2) what are the teachers” perceived difficulties in implementing CLT approach in Pakistani schools and colleges.An experimental design was applied to evaluate the feasibility of applying CLT approach at higher secondary level from students” perspective.These questions were addressed in this part of study:(i) what is the significance of difference in pre-test and post-test achievement of the experimental and control groups? (ii) What is the significance of difference between pre-test and post-test attitude of the students in two groups? The results indicate that the experimental group outscored control group in the achievement post-test.The students” attitude measured on a Likert scale before and after the treatment period also witnessed better results after the experiment in favor of learners placed in the experimental group.Secondly,a survey study was conducted from teachers” perspective.A semi-structured questionnaire was used as the research tool.These questions were addressed in this survey study:(i) what is the teachers” level of understanding about the theory and practice of CLT approach? (ii) What are the teachers” perceived impediments in implementing CLT approach at Intermediate level? The results of survey study indicate teachers” well awareness of the theory and practice of CLT approach; while their perceived difficulties related to (A) the nature of CLT approach,(B) problems related to teachers and students,and,(C) the examination system of Pakistan. Recommendations were made on the basis of findings that include teachers” training,examination system and syllabus design.
ELT in Pakistan Communicative competence CLT approach Grammar Translation Method ESL EFL
Saeed Ahmad
Institute of International & Comparative Education, Northeast Normal Universiy, Changchun, China 130024
国内会议
长春
英文
81-95
2012-09-14（万方平台首次上网日期，不代表论文的发表时间）