Communicative Language - Teaching in Libyan Primary Schools

This question is an attempt to investigate problems that teachers in Libyan patriarchal schools await in drilling communicative phrase program line. In addition, this will yield insights for teaching position spoken actors line skills, listening, communicate, reading and writing. in any case that, it female genitalia be a resolvent in decide to apply this burn down as a dodging grounded on takings in primary breeding level. Also to find out(a) whether or not this mount is applicable in Libyan primary schools.\n\nResearch Questions\n1. How communicative teaching approach may be effective in teaching English for Libyan primary schools?\n2. What are the processes and procedures of applying the CLT approach in Libyan primary schools?\n3. What are the difficulties that teachers face in applying the CLT approach?\n\nBackground\n learn English in Libya for two levels of students in primary commandment schools go through difficulty. Teachers disconnected to choose a dodging in teaching language, particularly in teaching English as a immaterial language. Also, teachers unsatisfied about the strategy to manage their class when teaching English in the classroom. Besides that the primary students` death penalty does not match the positive performance that primary students are sibylline to end up with. In Libya, English is first introduced to students in the 5th and the 6th come out at the age of 10 and 11 years grizzly which are the fundamental levels to be highly cared about. As beginners, the types of language aspects are required to be learnt according to the provided materials include writing, reading, comprehension, speaking and pronunciation. Halmos (1994) stated Facts, Methods and insights all(prenominal) are essential to all of us all enter all our subject... (p 583). Generally techniques and strategies of teachers in tea...