Communicative Language Teaching Approach in a Saudi Context: A Critical Appraisal
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| Title: | Communicative Language Teaching Approach in a Saudi Context: A Critical Appraisal |
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| Language: | English |
| Authors: | Abeer Shujaa Alharbi (ORCID |
| Source: | Eurasian Journal of Applied Linguistics. 2024 10(1):60-71. |
| Availability: | Eurasian Journal of Applied Linguistics. Canakkale Onsekiz Mart University, Anafartalar Campus Faculty of Education Department of Foreign Language Education, Canakkale 07100, Turkey. e-mail: editor@ejal.info; Website: https://ejal.info/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Communicative Competence (Languages), Language Usage, Second Language Learning, Second Language Instruction, Pragmatics, Student Attitudes, English (Second Language), Language Tests, Evaluation Methods, Foreign Countries, Rote Learning, Grammar, Social Influences, Cultural Influences, Arabs, Self Concept, Learning Motivation, Educational Change, Curriculum Development, Teaching Methods, Outcomes of Education, Language Teachers, Testing Problems |
| Geographic Terms: | Saudi Arabia |
| ISSN: | 2149-1135 |
| Abstract: | This research investigates impediments to the successful implementation of Communicative Language Teaching (CLT) in Saudi English as a Foreign Language (EFL) classrooms. Going beyond typical discussions on teacher training and curriculum development, the study explores entrenched resistance stemming from traditional teaching methods among teachers and students. The examination system, emphasizing rote memorization and grammar, poses a significant obstacle to CLT's communicative goals. Sociocultural factors, including a conservative view of education and perceived threats to Arabic identity through English acquisition, contribute to the resistance. Conclusively, the research highlights the interconnectedness of these challenges, proposing that transforming English assessment methods could gradually reshape student perspectives and boost motivation for communicative language acquisition. The study advocates pragmatic solutions such as curriculum adjustments aligned with cultural norms, comprehensive teacher training, and adaptations to the testing system to evaluate real-life language use. These strategies aim to cultivate an environment conducive to CLT adoption in Saudi EFL classrooms, moving beyond theoretical considerations to actionable steps. The research underscores the need for ongoing exploration through future studies, assessing the long-term impact of these strategies on learner attitudes and language acquisition outcomes. It emphasizes a sustained commitment to refining language education practices in Saudi EFL contexts and beyond. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1434601 |
| Database: | ERIC |
| Abstract: | This research investigates impediments to the successful implementation of Communicative Language Teaching (CLT) in Saudi English as a Foreign Language (EFL) classrooms. Going beyond typical discussions on teacher training and curriculum development, the study explores entrenched resistance stemming from traditional teaching methods among teachers and students. The examination system, emphasizing rote memorization and grammar, poses a significant obstacle to CLT's communicative goals. Sociocultural factors, including a conservative view of education and perceived threats to Arabic identity through English acquisition, contribute to the resistance. Conclusively, the research highlights the interconnectedness of these challenges, proposing that transforming English assessment methods could gradually reshape student perspectives and boost motivation for communicative language acquisition. The study advocates pragmatic solutions such as curriculum adjustments aligned with cultural norms, comprehensive teacher training, and adaptations to the testing system to evaluate real-life language use. These strategies aim to cultivate an environment conducive to CLT adoption in Saudi EFL classrooms, moving beyond theoretical considerations to actionable steps. The research underscores the need for ongoing exploration through future studies, assessing the long-term impact of these strategies on learner attitudes and language acquisition outcomes. It emphasizes a sustained commitment to refining language education practices in Saudi EFL contexts and beyond. |
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| ISSN: | 2149-1135 |
