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Dissertations / Theses on the topic 'Communicative Language Teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Dahmardeh, Mahdi. "English language teaching in Iran and communicative language teaching." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2748/.

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This is a study to investigate English Language Teaching (ELT) in Iran as well as the extent of its compatibility with communicative pedagogy. It has been accepted that language is more than a simple system of rules. Language is now generally seen as a dynamic resource for the creation of meaning. According to the advocates of Communicative Language Teaching (CLT), it is generally accepted that there is a need to distinguish between learning that and knowing how. In other words, there must be a distinction between knowing various grammatical rules and being able to use the rules effectively an

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2

Murray, Neil Langdon. "Communicative language teaching and language teacher education." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019210/.

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This study explores a basic paradox. On the one hand, innovations thatappear in the field of language teaching - or indeed any other field ofendeavour - in order to be maximally effective, need in some way to beincorporated into the contexts of their application. However, such contextsare often unfavourable to the reception of new ideas which consequentlyneed to undergo some measure of adjustment prior to theirimplementation in the classroom. As such those ideas are seldomrealisable in their 'true colours'. Furthermore, they are at timesthemselves not very clear even within their own terms, an

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3

Tikkakoski, S. (Saara). "Communicative language teaching as English pronunciation teaching method:developing exercises." Bachelor's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201602031107.

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This thesis pursues to apply communicative language teaching (CLT) into English pronunciation teaching in the context of Finnish school and curriculum for grades 7.-9. CLT is the theoretical basis of this thesis and the research question is: How can CLT be applied to English pronunciation teaching to promote learner autonomy and motivation in order to achieve more effective learning results? This question is answered in the form of communicative pronunciation tasks (CPTs) which aim to realise the principles of the theory of CLT. Research methods used in this thesis are ethnographical observati

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4

Ayvazyan, Nune. "Communicative translation in foreign-language teaching and learning." Doctoral thesis, Universitat Rovira i Virgili, 2017. http://hdl.handle.net/10803/462921.

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La traducció ha estat considerada com una eina comunicativa d'ensenyament i aprenentatge de llengües estrangeres des de finals dels anys seixanta, encara que es necessita més investigació empírica per provar la seva efectivitat. Aquesta investigació, que defineix la “comunicativitat” com participació activa a classe, analitza com els índexs de participació dels estudiants (quantificats com a interacció iniciada pel professor o iniciada per l'estudiant) canvien a classe quan es fan servir les activitats de traducció en comparació amb les classes només en anglès. L'experiment es va dur a terme a

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Bakker, Sarah C. "BYU students' beliefs about language learning and communicative language teaching activities /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2202.pdf.

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6

Bakker, Sarah C. "BYU Students' Beliefs About Language Learning and Communicative Language Teaching Activities." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/1230.

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Learner beliefs, which contribute to attitude and motivation, may affect language learning. It is therefore valuable to investigate the malleability of learner beliefs, and to determine whether potentially detrimental beliefs can be ameliorated. This study examines how instruction of the principles of Second Language Acquisition (SLA) affects students' beliefs about classroom activities and their beliefs about language learning in general. The 68 first-year German students at Brigham Young University who participated in this study were asked to rate the effectiveness of three activities typica

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7

Li, Xiaorong. "Communicative Language Teaching in Current Chinese Colleges and Universities." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1297.

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Communicative Language Teaching (CLT) has been prioritized as the key instructional approach in colleges since the Chinese Ministry of Education issued a revised syllabus in 1999 that underlines college EFL students' communicative competence. The issuance of the syllabus was followed by a series of reforms on curricular designs and teaching methods. However, CLT has encountered great resistance. College teachers and learners are constrained by socio-cultural influences such as the perceptions of teachers' roles and ways of learning and teaching (Hu, 2002; Rao, 1996). Although some teachers hav

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8

Jue, Xia. "Communicative Language Teaching in Vocabulary Teaching and Learning in a Swedish Comprehensive Class." Thesis, Kristianstad University, Department of Teacher Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-6847.

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9

Gallagher, Natasha A. "World Language Instruction AND TEACHERS' BELIEFS: THE IMPLICATIONS OF COMMUNICATIVE LANGUAGE TEACHING." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308600451.

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10

Rasheed, Mollah Mohammed Haroon Ar. "Communicative Language Teaching (CLT) in Bangladesh: Effectiveness and Enhancements." Thesis, University of Canterbury. School of Teacher Education, 2011. http://hdl.handle.net/10092/9450.

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This investigation reports on a study that explores the views of students, teachers and parents about the Communicative Language Teaching (CLT) approach in learning English as a second language in Bangladesh. This study focuses on the improvement of English language outcomes in Bangladesh. Though compulsory for fifteen years of schooling, public examination results indicate that students perform poorly in English. This research is conducted at the secondary schools in Bangladesh where English is compulsory because of its global nature as the second or foreign language. Mainstream students lear

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11

Li, Rong. "When West Meets East: Communicative Language Teaching in China." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2237.pdf.

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12

Zhang, Ning. "Bridging the Gap Between Communicative Language Teaching and Practice in an Introductory Chinese Language Classroom." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404401363.

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13

Jennings, Stephen. "Implementing communicative language teaching : a case study of English language teaching reform in a Japanese science university." Thesis, Open University, 2018. http://oro.open.ac.uk/58102/.

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This thesis considers an example of English language teaching (ELT) reform in the context of internationalisation at Noda campus, Tokyo University of Science, Japan. Research questions not only enquire into institutional policy, but also teacher beliefs, attitudes and perceptions about a greater use of communicative language teaching activities and how these notions play out in examples of teaching practice. I take an interpretive stance to the enquiry and conduct a qualitative case study. As a participant in the research context, I am able to gain insight into the wider social processes of a

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14

Hirvela, Alan. "A study of the integration of literature and communicative language teaching." Thesis, University of Stirling, 1993. http://hdl.handle.net/1893/2140.

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Since the early 1980s, attitudes toward literature in English language teaching (ELT) have undergone two major changes. First, after a long period in which literature was essentially excluded from ELT, it began to be seen in a more favourable light. Second, literature began to be viewed more as a tool in ELT, rather than as the end towards which ELT students should be led. These changes in attitude have led to a surge of interest in literature in ELT, particularly in the context of Communicative language teaching (CLT). This study examines, in several ways, the nature and the extent of this re

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15

Andersson, Jenny, and Cimen Batak. "Communicative Language Teaching at two schools in Sweden and France." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29799.

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The following dissertation aims to scrutinize amongst other things, some English teachers’ beliefs and thoughts concerning communicative language teaching at two schools in Sweden and France. Since the steering documents of both countries clearly promote a communicative approach to language teaching, we wanted to see how it could be applied in these two different contexts as well as how it was interpreted by some teachers. With the information obtained from qualitative interviews and classroom observations, we juxtapose what the teachers have said with the steering documents for both countries

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Haccius, Mark. "The use of frameworks in teaching tense /." Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/7/.

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Alsaghiar, Ahmed Ali. "IMPLEMENTATION OF COMMUNICATIVE LANGUAGETEACHING ACROSS SIX FOREIGN LANGUAGES." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1523375642705076.

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18

Cheng, Lai-Fong Alison. "Secondary school English language teachers' perception of the communicative language teaching in Hong Kong." HKBU Institutional Repository, 1996. https://repository.hkbu.edu.hk/etd_ra/78.

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19

O'Dowd, Robert. "Network based language teaching and the development of intercultural communicative competence." [S.l. : s.n.], 2004. http://deposit.ddb.de/cgi-bin/dokserv?idn=972300724.

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Waite, Bryan Robert. "The role of communicative competence and culture in current foreign language teaching." Diss., Connect to online resource, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3239404.

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21

Mazumder, Sanjoy Kumar. "Bangladeshi Secondary Teacher Educators’ Experiences and Understandings of Communicative Language Teaching (CLT)." Thesis, University of Canterbury. Educational Studies and Human Development, 2011. http://hdl.handle.net/10092/6638.

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This study explores Bangladeshi secondary teacher educators‟ experiences and understandings of Communicative Language Teaching (CLT) at secondary level in Bangladesh. It also aims to find out what the opportunities and challenges are for teacher educators who are preparing secondary English teachers to implement CLT in Bangladesh. The study adopts a qualitative case study methodology. Participants in the project are three teacher educators of English from three different government teacher training colleges situated in three different districts in Bangladesh. The teacher educators‟ who were pa

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22

Hussein, Suad. "Factors affecting the implementation of communicative language teaching in Libyan secondary schools." Thesis, Sheffield Hallam University, 2018. http://shura.shu.ac.uk/23409/.

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Because English is considered and taught as a foreign language in Libya, where the classroom is the only environment offering exposure to English, an effective teaching method is required to underpin the quality of teaching English in such a context. This study was undertaken to investigate the implementation of communicative language teaching (CLT) in Libyan secondary schools by exploring the implementation of the Libyan English language curriculum in which the CLT principles are incorporated. The study examines the teachers' perceptions and understanding of CLT. It investigates whether and h

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23

Melrose, Robin. "A systemic-functional approach to communicative course design in English language teaching." Thesis, University of South Wales, 1988. https://pure.southwales.ac.uk/en/studentthesis/a-systemicfunctional-approach-to-communicative-course-design-in-english-language-teaching(a8d3ab28-e603-4c4d-b6c5-aba7ad3e8113).html.

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The communicative syllabus in English language teaching was developed in the 1970's as a reaction against the prevailing structuralist method, Inspired by the growing interest in semantics and speech acts, communicative syllabus designers saw language in terms of the meanings speakers need to express, that is, the functions (speech acts) and notions (semantic categories) of language. It is the contention of this thesis that the language taught in a functional notional course may be meaningful, but it is not in any real sense communicative. The aim of the thesis, therefore, is to develop a new

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24

Nishino, Takako. "Communicative Language Teaching in Japanese High Schools: Teachers' Beliefs and Classroom Practices." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/54812.

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CITE/Language Arts<br>Ed.D.<br>This study was an investigation of Japanese high school teachers' (N=139) beliefs and practices regarding communicative language teaching (CLT). Four research questions were posited concerning the beliefs that Japanese high school teachers hold regarding CLT, how Japanese high school teachers use CLT in the classroom, how Japanese teachers' beliefs and practices differ between academic and vocational high schools, and how the beliefs of Japanese high school teachers, their classroom practices, their learning experience, pre- and in-service training, perceive

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Choi, Seonghee. "Teaching English as a Foreign Language in Korean Middle Schools: Exploration of Communicative Language Teaching through Teachers' Beliefs and Self-Reported Classroom Teaching Practices." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1220381940.

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Choi, Seonghee. "Teaching English as a foreign language in Korean middle schools : exploration of communicative language teaching through teachers' beliefs and self-reported classroom teaching practices /." Connect to resource, 2000. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1220381940.

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27

Nguyen, Corinne. "Using New Testament parables in ESL teaching for the development of communicative competence." Theological Research Exchange Network (TREN), 2000. http://www.tren.com.

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28

Tijman, Diane Alexandra. "Communicative computer use in French as a second language learning." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29801.

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Many second language (L2) teachers are concerned about the use of computers in the classroom and question the value of using them if they do not promote meaningful interaction. Research performed on French as a Second Language (FSL) students’ language interaction at the computer agrees with Mohan's (1986) research on English as a Second Language students' language interaction which suggests that the quantity and quality of interaction is lower during computer tasks compared to conversation. Secondly, analysis of the codeswitching (CS) of the FSL students' interaction suggests that intersentent

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Chan, Sui Ping. "Organization of teacher/pupil discourse in a communicative language classroom." HKBU Institutional Repository, 1994. http://repository.hkbu.edu.hk/etd_ra/25.

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Oliver, Cree 1972. "Lehrwerk facilitation of intercultural communicative competence." Monash University, School of Languages, Cultures and Linguistics, 2003. http://arrow.monash.edu.au/hdl/1959.1/5796.

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Li, Ping 1972. "Chinese EFL teachers' perceptions of implementation of communicative language teaching at tertiary level." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81502.

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Communicative language teaching (CLT) has been extensively discussed and researched, especially in an English as a second language (ESL) context. Some literature has also explored the adaptation of CLT in English as a foreign language (EFL) environments, such as in Asian countries like China. No research, however, has been conducted with consideration given to a specific group of teachers who teach non-English major students at the tertiary level in China. The present study was designed to investigate Chinese university teachers' perception of the implementation of CLT in non-English ma

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Raharjo, Irawati, and n/a. "Teaching Indonesian as a foreign language in the A.C.T using the communicative approach." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061107.091143.

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For some years now, linguists have been developing methods of teaching second language learners to communicate effectively in the foreign language, concentrating on methods of developing skills in oral communication. Although there are many factors in Australia which would favour the introduction of Communicative Language Teaching for Indonesian - such as well-equipped classrooms and small class sizes - the Communicative Approach to teaching does not appear to have been fully developed. This is partly because of the lack of communicatively-based textbooks and teaching materials. The aim of thi

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Sjöqvist, Axel. "Communicative Language Teaching in Practice : Function versus form in teacher trainees´ lesson plans." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-81615.

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This paper sets out to explore to what extent teacher trainees at a university in southern Sweden are influenced by communicative language teaching (CLT) approaches that the Swedish national syllabus for English, LGR 11, advocates. In addition, reliabilities regarding the level of institution (Junior High versus High School) will also be explored. The material consists of 20 lesson plans, two from each student equally split between Junior High and High School. These plans were submitted by the author’s classmates as part of an assignment during their teaching practice. The method for rating th

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Valfridsson, Rebecca. "Teachers ́ perceptions and enactment of the communicative classroom : A qualitative study of four teachers ́ attitudes towards communicative language teaching at upper secondary schools in Sweden." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-93675.

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The Swedish syllabus for English promotes a communicative approach to language teaching, but does not offer concrete guidelines regarding how a communicative classroom should be enacted. This leaves a great deal of interpretation up to each individual teacher. The purpose of this study is to observe and understand how teachers at upper secondary schools in Sweden perceive and enact the communitive guidelines stipulated by the syllabus for English. This qualitative study is based on classroom observations combined with semi-structured interviews with four teachers of English at upper secondary

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Kraus, Harald A., and n/a. "Creating histories and spaces of meaningful use: toward a framework of foreign language teaching with an emphasis on culture, epistemology and ethical pedagogy." University of Canberra. Eductation & Community Studies, 2003. http://erl.canberra.edu.au./public/adt-AUC20050803.081504.

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This thesis arises out of a critique of the way language is decontextualized and presented from a reductively linguistic viewpoint in foreign language instruction. In particular, it focuses on the weaknesses of the broad approach known as Communicative Language Teaching (CLT) and highlights the disparity between its theoretical assumptions and practical applications. With this in mind, the thesis identifies and explores three foundational premises that should be considered as part of an attempt to design a theoretically coherent framework for foreign language instruction. By applying three set

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Miyazaki, Junko. "A communicative approach to computer-assisted-learning in teaching Japanese as a foreign language." Thesis, Canberra, ACT : The Australian National University, 1987. http://hdl.handle.net/1885/133490.

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This study looks at the use of CAL (Computer-AssistedLearning) for TJFL (Teaching Japanese as a Foreign Language). An Appropriate model of CAL is sought based on language teaching and learning theories. The model consists of teachers' and students' aspects. Core ideas of language teaching, factors of learning, and an educational aspect are blended into a theoretically ideal CAL syllabus. Existing course (soft) ware systems are classified based on this model and are examined. Suggestions for improvements and ideas for CAL in TJFL are presented.

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Chang, Jen-Chieh. "Improving communicative competence in the teaching of English as a foreign language in Taiwan." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1139.

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Phuc, Vu Van, and n/a. "A consideration of how the communicative approach may be used in language teaching in Vietnam." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061102.160458.

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Increasing development of the relationship between Vietnam and other countries has resulted in a great demand for English language teaching (ELT) throughout the country. The need is ever greater for a considerable number of people who can use English effectively in their work. However, at present ELT in Vietnam is still far from satisfactory. There exists a common problem of communicative incompetence in Vietnamese learners. ELT in the Hanoi Foreign Languages Teachers' College (HFLTC) is taken to illustrate the fact that even after five years of training, students frequently remain deficient i

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Mitchell, Rosamond. "An investigation into the communicative potential of teachers' target language use in the foreign language classroom." Thesis, University of Stirling, 1986. http://hdl.handle.net/1893/2554.

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This thesis describes an investigation into the capacity of foreign language (FL) teachers in Scottish secondary schools to make the target foreign language the sole or main means of communication with their pupils in the formal setting of the FL lesson. In the first part of the thesis, the reasons why FL teachers should behave in this way are explored. Relevant sociolinguistic and psycholinguistic theories are first discussed, together with their implications for FL teaching methodology. Contextual factors thought likely to influence the extent to which British FL teachers would be either wil

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Li, Defeng. "Absolutely not the same, the potential and problems of communicative language teaching in China." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23016.pdf.

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Mohamed, Saleh Hassan. "The communicative approach in language teaching and its implications for syllabus design in Libya." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341757.

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Young, Tony Johnstone. "Intercultural communicative competence and the teaching and learning of English as a foreign language." Thesis, Birkbeck (University of London), 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441992.

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Siahaan, Rosemary, and n/a. "Teachers' perceptions of the communicative language teaching approach in a teacher training program in Indonesia." University of Canberra. Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20061108.154518.

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This study investigated the perceptions of teachers of the Junior High and the Senior High Schools on the Communicative Language Teaching ( CLT ) in Irian Jaya province, Indonesia. Forty- six participants were involved in this study, i.e., twenty JHS teachers, twehty SHS teachers, four headmasters and two supervisors. Three instruments: questionnaire, interview and field study were employed to collect the data. Interviews and field study were carried out by the researcher in Indonesia. Spearman's rho was used to correlate answers about teaching principles of CLT and chi-square tests were used

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Faraz, Nuzhat. "The use of English during English lessons : A qualitative study of two teachers’ views." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94153.

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This study investigates the use of English during English lessons in Years 5 and 6. In order to do that, three research questions were formulated. In order to collect material to answer these research questions, two methods of data collection were combined, namely observations and interviews. Two English teachers at a school in the Stockholm area were observed and interviewed. These observations and interviews helped to collect the material. The result showed that the Swedish language dominates during English lessons. The teachers reported to be determined to use a large amount of English duri

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Nga, Dang Thi, and n/a. "Teaching oral communicative skills to trainee interpreters at the University of Hanoi." University of Canberra. Liberal Studies, 1986. http://erl.canberra.edu.au./public/adt-AUC20060824.124125.

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At present, there is a great demand for qualified interpreters in Vietnam, but the oral proficiency of the trainee interpreters graduating from the University of Hanoi is far from being satisfactory. This Field Study is an attempt to search for appropriate ways to improve the oral proficiency of final year interpreters at Hanoi University. As any language teacher's work is determined consciously and unconsciously by his/her view of language and language learning, the effective teaching of oral communicative skills requires a good understanding of the nature of language, communication and its p

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Tran, Hien Thi. "Moving towards communication-oriented language teaching at the primary English level: A Vietnamese perspective." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2573.

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Vietnam has been attempting to build its English learners’ communicative abilities to improve the country’s competitiveness in the global market. As a result, English language Teaching (ELT) reforms have been introduced in the educational system. Part of the reforms involves the implementation of mandatory primary English education following the Communicative Language Teaching approach (CLT) despite a difficult history of CLT implementation in English as a Foreign Language (EFL) contexts. Primary English teachers have been a critical challenge for the success of a communicative curriculum in V

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Eriksson, Fanny. "Läromedel som språngbräda till kommunikativ kompetens? : En kvalitativ innehållsanalys av förlagsproducerade läromedel i engelska för årskurs 4-6." Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85137.

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Studiens syfte var att belysa vilka möjligheter förlagsproducerade läromedel för engelskämnet ger eleverna att utveckla sin kommunikativa kompetens i linje med läroplanens intentioner. För att uppfylla detta syfte ställdes två forskningsfrågor: hur möjligheten att öva de fyra förmågorna för språkinlärning fördelas i förlagsproducerade läromedel och på vilka sätt utveckling av elevernas kommunikativa kompetens möjliggörs i läromedlen. Sammanlagt nio textböcker och nio övningsböcker för årskurserna 4–6 från tre olika läromedelsserier (Skills, Sparks och Join the Quest) ingick i studien. Studi

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Björkman, Johanna, and Elina Reinholdsson. "Remote Teaching in the Communicative Classroom : How Remote Teaching has Affected Swedish EFL Learners’ Willingness to Speak English during Communicative Classroom Activities." Thesis, Linköpings universitet, Institutionen för kultur och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-178083.

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The aim of this study is to investigate how the transition into remote education in Swedish upper-secondary schools due to the COVID-19 pandemic has affected the implementation of communicative tasks during lessons in English as a foreign language, and its consequences on students’ willingness to speak. For this purpose, the following three research questions were posed: 1. In which ways have communicative classroom activities in Swedish upper-secondary schools been affected by remote education according to English as a foreign language learners? 2. According to English as a foreign language l

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Mezrigui, Youssef. "Communication Difficulties in Learners of English as a Foreign Language : whys and ways out." Phd thesis, Université Rennes 2, 2011. http://tel.archives-ouvertes.fr/tel-00681272.

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This study explores the whys and wherefores of the communication difficulties experienced by Tunisian secondary school learners of English as a foreign language, and aims at offering ways out of the issue.It has been demonstrated that the issue proceeds broadly from the woeful dearth of exposure to and practice of the language and certain inadequacies of the teaching methodology.English seems to be learned as a mere curricular discipline, in that students have only a few weekly sessions confined solely to a classroom setting.The inadequacies of the teaching methodology are manifest in a number

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Yang, Chen-Yuan. "Promoting communicative competence through drama in elementary English as a foreign language." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1723.

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