Challenges In Implementing The CLT Approach For Non-Native English Learners
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Abstract
The Communicative Language Teaching (CLT) approach has gained prominence in English Language Teaching (ELT), especially in teaching English as a Foreign Language (EFL) to non-native learners. However, its effective implementation faces numerous challenges. This paper explores and analyzes these challenges in CLT implementation for non-native English learners. Beginning with an overview of CLT's features and goals, the paper examines the roles of teachers and learners, as well as instructional activities in CLT. Through a comprehensive literature review, the study investigates challenges categorized as teacher-related, student-related, education-system-related, CLT methodology-related, and cultural differences-related. The primary hindrances encompass large class sizes, curriculum-assessment mismatch, cultural disparities, inadequate training, and socio-economic limitations. The paper highlights researchers' recommendations to overcome these challenges, enabling educators to adapt CLT to the diverse needs of non-native English learners. Ultimately, the paper underscores the implications of CLT implementation.
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References
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