COMMUNICATIVE LANGUAGE TEACHING AND ITS MISCONCEPTIONS ABOUT THE PRACTICE IN ENGLISH LANGUAGE TEACHING (ELT)
It shows four misinterpreted beliefs of the implementation of communicative language teaching, communicative skills, teacher’s role in communicative activities, fluency and accuracy as the main goals and teaching techniques and three reasons that might lead to teachers’ misinterpretations about its practice.
Abstract
Communicative Language Teaching (CLT) has been accepted as one of the teaching method s by numerous language teachers due to its major focus on developing learners’ communicative competence . Th is paper aims to describe communicative language teaching, misinterpretations about its practice and the factors leading to teachers’ misconceptions. It shows four misinterpreted beliefs of the implementation of c ommunicative l anguage t eaching: communicative skills, teacher’s role in communicative activities, fluency and accuracy as the main goals and teaching techniques. It then presents three reasons that might lead to teachers’ misinterpret ations concerning the practice of CLT . T eachers do not have enough training and adequate resources .