Examining the role of context in the implementation of CLT in Turkey

Abstract

Communicative Language Teaching (CLT) has been a major source of influence on foreign/second language teaching since 1970s (Richards, 2006). Despite the popularity of CLT, there have been opposing views on the appropriateness and feasibility of implementing it worldwide due to the particularity of each language-teaching context. The present study aimed to find out the current factors that may promote and/or hinder the effective implementation of CLT by Turkish EFL teachers working in state and private schools. Data collected through interviews with 6 EFL teachers indicated that while teachers’ understanding of CLT and students’ willingness to communicate in English were positive aspects in the implementation of CLT, factors such as assessment focusing on students’ knowledge of English rather than use of English, crowded classes and insufficient teaching resources had a negative effect on the implementation of CLT in Turkey.

Keywords: Communicative Language Teaching (CLT), EFL, Teacher views, Turkish context 

Keywords

• Communicative Language Teaching (CLT), EFL, Teacher views, Turkish context

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