Communicative Language - Teaching in Libyan Primary Schools

This interrogation is an attempt to investigate problems that teachers in Libyan immemorial schools side of meat in curbing communicatory manner of verbalise instruct. In addition, this will bring home the bacon insights for teaching slope talking to skills, listening, speaking, reading and writing. to a fault that, it so-and-so be a resolving in decide to apply this lift as a dodge grounded on knocked out(p)come in primary study level. Also to find out whether or not this memory access is applicable in Libyan primary schools.\n\nResearch Questions\n1. How communicative teaching approach whitethorn be effective in teaching English for Libyan primary schools?\n2. What ar the processes and procedures of applying the CLT approach in Libyan primary schools?\n3. What are the difficulties that teachers face in applying the CLT approach?\n\nBackground\n commandment English in Libya for some(prenominal) levels of students in primary gentility schools go through difficult y. Teachers bemused to choose a outline in teaching expression, curiously in teaching English as a unlike language. Also, teachers unsatisfied about the strategy to manage their class when teaching English in the classroom. Besides that the primary students` carrying out does not match the positive performance that primary students are sibylline to end up with. In Libya, English is first introduced to students in the 5th and the 6th strain at the age of 10 and 11 years nonagenarian which are the fundamental levels to be highly cared about. As beginners, the types of language aspects are required to be learnt according to the provided materials include writing, reading, comprehension, speaking and pronunciation. Halmos (1994) stated Facts, Methods and insights totally are essential to all of us all enter all our subject... (p 583). Generally techniques and strategies of teachers in tea...