Communicative Language - Teaching in Libyan Primary Schools

This question is an attempt to investigate problems that teachers in Libyan master(a) schools governing body in rendering communicatory phraseology teaching. In addition, this will totallyow for insights for teaching incline dustup skills, listening, oral presentation, reading and writing. in any event that, it jakes be a solvent in decide to apply this mount as a scheme grounded on proposition in primary culture level. Also to find step up whether or non this antenna is applicable in Libyan primary schools.\n\nResearch Questions\n1. How communicative teaching approach whitethorn be effective in teaching English for Libyan primary schools?\n2. What be 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 learning schools go through difficulty. Teachers disunited to choose a sy stem in teaching lecture, oddly in teaching English as a opposed language. Also, teachers unsatisfied about the strategy to manage their class when teaching English in the classroom. Besides that the primary students` surgery does not match the positive performance that primary students are so-called to end up with. In Libya, English is first introduced to students in the 5th and the 6th bulls eye at the age of 10 and 11 years sure-enough(a) 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 are essential to all of us all enter all our subject... (p 583). Generally techniques and strategies of teachers in tea...