Barriers confront implementing teachers' and learners' roles in applying communicative activities

Abstract EN

This theory-oriented paper attempts to highlight some critical issues related to the application of communicative activities in the classroom based on different roles implemented by teachers and learners.

Initially, the paper introduces the communicative language teaching as an approach of teaching English as a foreign language.

Then, it clarifies the roles of the teacher according to the CLT approach and how they are unlike the roles of the traditional teacher-centred approach where teachers are the main movers in the classroom.

Then there is a clarification of the roles of the learner based on learner-centred approach and that students should be engaged in the activities and taken their responsibilities in the learning process.

Furthermore, the paper explains how activities could be communicative and demonstrates types of communicative activities that can be applied in classrooms.

After that, there are some barriers and difficulties that face the application of these activities in classrooms because of various misconceptions and misunderstandings of the use of the CLT.

To present these barriers, there are examples of some studies conducted in different countries such as Thailand, Iran, Australia, China and Qatar.

Finally, the paper concludes with suggestions and recommendations of the appropriate and suitable roles that teachers and learners should follow when applying the communicative activities.