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Journal of English Language Teaching and Linguistics
Published by Yayasan Visi Intan Permata
ISSN : :25031848     EISSN : 25026062     DOI : -
Core Subject : Education,
Education
JELTL (Journal of English Language Teaching and Linguistics), (eISSN: 2502-6062, pISSN:2503-1848), is an International Journal of language learning. It is a peer-reviewed journal of English Language Teaching, Languge & Linguistics, and Literature. The journal is published three times in a year; April, August, and December.
Arjuna Subject : -
Articles 2 Documents
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Search results for , issue " Journal of English Language Teaching and Linguistics, 3(2), August 2018" : 2 Documents clear
Communicative Language Teaching in the Moroccan EFL Classroom AIT HATTANI, Hanae
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 3(2), August 2018
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (580.445 KB) | DOI: 10.21462/jeltl.v3i2.108

Abstract

Today, communities are increasingly facing rapid and profound changes and tensions that affect the social, economic, and political aspects of life. The role of education has also become questionable in the millennial era. A matter of fact, 21st century education requires a gradual shift in curriculum construction focusing on the transferable competencies that learners need to develop in instructional settings. In today’s knowledge-based, types of skills and competencies that students need to gain are different from in the past. Emphasizing the communicative competence is one of the most influential developments in language education. The implementation of communicative activities in EFL/ESL classroom prepares learners to use English in the world beyond based on their own needs, interests, and opportunities, and perform in an atmosphere of expression, interpretation, and negotiation of meaning from psycholinguistic and socio-cultural perspectives. Communicative language teaching (CLT) refers to both processes and goals in classroom learning. It is one of the most influential theoretical developments in language education as it helps redefine the objectives of foreign and/or second language instruction. This paper looks at the phenomenon of communicative language teaching (CLT) in the Moroccan EFL curriculum. It aims to study how CLT has been interpreted and implemented in various contexts examining teachers’ attitudes. The data is gathered using semi-structured interview with EFL secondary level teachers. Based on the findings, respondents reflected positive attitudes showing that the use of CLT approach does enhance oral competency among students as well as learner-autonomy. However, teachers confirm that the EFL curriculum is barely emphasizing communication skills, which requires a curriculum reform and redesign in order to represent the 21st century requirements and values.
Enhancing EFL Learning in Cameroon’s Language Centres through Content and Language Integrated Learning Akumbu, Pius W.; Simo, Charlotte D.
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 3(2), August 2018
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (363.626 KB) | DOI: 10.21462/jeltl.v3i2.116

Abstract

This study seeks to determine how Content and Language Integrated Learning (CLIL), already applied successfully in other parts of the world, could be adapted to teaching English as a foreign language in language centres in Cameroon. The problem identified was the fact that 43 out of 64 students leave language centres with a lot of general English but with little or no language abilities relevant to their fields of experience, whether academic or professional. The results revealed that the implementation of CLIL had a positive impact on learners’ development of diverse skills necessary for their success in academic and/or professional settings since there was a remarkable improvement in students’ performance in the experimental group (93%) as opposed to the limited (lower) performance of the control group (56.4%), providing therefore factual evidence of the effectiveness of the CLIL approach over other conventional approaches in meeting students’ needs and interests after training.

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