To What Extent is it appropriate or indeed possible to adopt a Dissertation

To What Extent is it appropriate or indeed doable to adopt a communicative run-in eaching approach in your current pedagogics - Dissertation compositors caseto adopt a Communicative Language Teaching approach 1. Introduction The Japanese are advantageously known for their poor achievement in side talking to education, especially in terms of spoken proficiency. Even after six years of learning side as a compulsory crush at auxiliary school, few Japanese people can palmyly communicate in English. However, English has now become an essential language for global communication. With this need in mind, the subject Oral chat began to be offered in 2003 in Japanese schools in combination with an implementation of the New Course of bailiwick. This innovative new curriculum emphasises the application of the Communicative Language Teaching (CLT) methodology in the schoolroom in Japan in order to improve the communicative abilities of Japanese learners of English. However, most Japa nese teachers of English (JTE) claim that they face some difficulties in implementing the CLT methodology into their current teaching environment. They attribute the difficulties mainly to external factors, such as large-class sizes, an over emphasis on college entrance examinations, and Japanese students passive attitude towards CLT. Studies (e.g. Li, 2001 Leng, 1997 Ellis 1996) understand the difficulty of implementing CLT in non-Western countries, as in China, Korea, and Vietnam from the perspective of cultural appropriateness in their teaching context. In Japan also, CLT is difficult to apply in the real classroom in the context of teaching EFL (English as a Foreign Language). Stern (1992) points out that one of the most difficult of problems in making classroom teaching communicative based is the absence of native speakers. However, by utilising Assistant Language Teachers (ALT) allocated in every(prenominal) Prefecture in Japan together with the JET Program (the Japan Excha nge and Teaching Program), a successful CLT class can be established in a Japanese high school teaching environment, especially in an Oral Communication English class through team-teaching conducted by JTE and ALT. This study allow for discuss the current teaching environment in Japanese high schools and will try to name possible ways by which a CLT approach can be successfully adopted. The sociocultural, educational, and student and teacher related factors will be considered for suggesting a culturally appropriate CLT approach appropriate for the Japanese secondary education environment. 2. CLT Definition and its theoretical background The Communicative Language Teaching (CLT) methodology regards language as a means of communication and aims to develop communicative competence in the language learners (Hymes 1971, 1972 Canale & Swain, 1980). The theory of language as a tool for communication is therefore central to the concept of CLT and the goal is also clear. As stated by Larse n-Freeman (1986), all the tasks that are undertaken during CLT have a communicative intent. The purpose is to rear authentic and meaningful communication by providing comprehensive input and by using authentic language learning material (Kern & Warschauer,