Communicative Language - Teaching in Libyan Primary Schools

This research is an r exterminateer to investigate problems that teachers in Libyan native schools face in applying communicative language educational activity. In addition, this will provide insights for teaching position language skills, listening, speaking, practice session and writing. Besides that, it can be a solution in decide to apply this lift as a strategy grounded on matter in radical education level. in addition to find out whether or not this nest is applicable in Libyan immemorial schools.\n\nResearch Questions\n1. How communicative teaching approach may be effective in teaching face for Libyan primary coil schools?\n2. What ar the processes and procedures of applying the CLT approach in Libyan primary schools?\n3. What atomic number 18 the difficulties that teachers face in applying the CLT approach?\n\nBackground\nTeaching English in Libya for both levels of students in primary education schools go through difficulty. Teachers confused to make out a strategy in teaching language, especi in ally in teaching English as a foreign language. Also, teachers uneasy about the strategy to coif their class when teaching English in the classroom. Besides that the primary students` performance does not equalise the positive performance that primary students argon supposed to end up with. In Libya, English is first introduced to students in the fifth and the 6th grade at the age of 10 and 11 years old which are the fundamental levels to be exceedingly cared about. As beginners, the types of language aspects are required to be learnt harmonize to the provided materials include writing, reading, comprehension, speaking and pronunciation. Halmos (1994) express Facts, Methods and insights all are prerequisite to all of us all enter all our subject... (p 583). in the main techniques and strategies of teachers in tea...