محفوظ في:
| المؤلف الرئيسي: | |
|---|---|
| التنسيق: | Recurso digital |
| اللغة: | |
| منشور في: |
Zenodo
2026
|
| الوصول للمادة أونلاين: | https://doi.org/10.5281/zenodo.19410251 |
| الوسوم: |
إضافة وسم
لا توجد وسوم, كن أول من يضع وسما على هذه التسجيلة!
|
جدول المحتويات:
- <p>The Communicative Language Teaching (CLT) method has been a dominant paradigm in second language (L2) instruction since the 1970s, shifting the focus from grammatical accuracy to communicative competence. This article provides a critical analysis of CLT, exploring its theoretical foundations, its significant advantages in fostering real-world language use, and its substantial disadvantages, particularly in non-Western educational contexts. Through a review of seminal and contemporary literature, this paper discusses the methodological challenges of implementation, including teacher training, cultural appropriateness, and assessment difficulties. The findings suggest that while CLT remains a highly effective approach for developing fluency and learner motivation, its uncritical application can lead to pedagogical failures. A balanced, context-sensitive approach is proposed as the most viable path forward.</p>