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

To What Extent is it appropriate or indeed possible to adopt a communicatory speech eaching approach in your current dogma - Dissertation Exampleto adopt a Communicative Language Teaching approach 1. Introduction The Nipponese are well known for their poor achievement in English language education, especi every last(predicate)y in terms of oral proficiency. Even after 6 years of learning English as a compulsory subject at secondary school, few Japanese people can successfully send in English. However, English has now become an essential language for global communication. With this need in mind, the subject Oral Communication began to be offered in 2003 in Japanese schools in combination with an implementation of the New Course of Study. This innovative new curriculum emphasises the application of the Communicative Language Teaching (CLT) methodology in the classroom in Japan in order to improve the communicative abilities of Japanese learners of English. However, most Japanese teachers of English (JTE) claim that they face or so 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 dormant attitude towards CLT. Studies (e.g. Li, 2001 Leng, 1997 Ellis 1996) show 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 obligate 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 Prefecture in Japan unitedly with the JET Program (the Japan Exchange and Teaching P rogram), a successful CLT class can be established in a Japanese elevated school teaching environment, especially in an Oral Communication English class through team-teaching conducted by JTE and ALT. This study will discuss the current teaching environment in Japanese high schools and will try to identify 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 theory-based 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 Larsen-Freeman (198 6), all the tasks that are undertaken during CLT have a communicative intent. The purpose is to enhance authentic and meaningful communication by providing comprehensive input and by exploitation authentic language learning material (Kern & Warschauer,