Problems and challenges in implementing communicative approach to language teaching : teachers perspective in Sudan

Abstract EN

’attitudes towards Communicative Language Teaching (CLT), and the difficulties that hinder the implementation of CLT.

The researcher used the descriptive analytical method.

Three instruments were used for collecting data: questionnaire, interview, and participants observation.

The total number of the population of the study is 398 secondary school teachers in Khartoum state.

The sample was composed of 108 teachers, which represent 27.1% of the total number of population.

All the teachers selected responded to the questionnaire, while ten of them were interviewed and observed in the classrooms.

Results showed that although the teachers have positive attitudes towards CLT, they failed to implement it in their classrooms due to many difficulties related to the training and the teaching environment.

Based on the results obtained, the study highlights four main recommendations: first, teachers must receive basic professional training on CLT(training could take the form of workshops, seminars or conferences).

Second, teachers’ attitudes towards CLT should be changed positively.

Third, to tackle the generally low level of speaking skills among teachers, a language improvement component should be included in teachers’ training programs.

Lastly, English syllabuses at secondary school should be of a communicative nature.

role of the teacher has become more passive.

In the CLT approach, the teacher has the role of facilitator of communication and independent participant (Breen &Candlin, 1980).

This moves thefocus of the classroom from teacher-centered to student-centered.

This is a unique aspect of CLT, which is a learner-centered and experience-based view of second language teaching (Richards and Rodgers, 1986:69).

Therefore, teachers are expected to develop and use authentic materials that meet the needs of their particular class.

In addition, teachers need to motivate students and provide them with a comfortable environment for language learning.

Littlewood (1981) adds that a teacher roles in CLT include: guide of students 'learning, coordinator and manager of activities, language instructor, provider of new language, advisor when necessary.

With this in mind it is important to investigate what kind of demands CLTputs on teachers.

More specifically, what kinds of demands does CLT put on English as a foreign language (EFL) teachers, working with students in non-English speaking countries where authentic materials are hard to find? An approach that was designed to facilitate learning primarily in ESL environments presents difficulties when incorporated into non-Westem countries (Burnaby and Sun, 1989; Gorsuch, 2000; Li, 1998; Tarvin and Al-Arish, 1991).

The main reason for this may be cultural aspects of the non-Westem EFL environment.lt is important to make a clear distinction between ESL