Designing the Model of Communicative Language Teaching Approach in Teaching English for improving English skills
Subject Areas : Education
Shahrzad Khosravinezhad
1
(PhD in curriculum development, reasearcher and Professor of Farhangian Universities of Khuzestan Province, Iran)
Effat Piri
2
(PhD in curriculum development, Head of Hazrat Khadijah Kobri (PBUH) Dezful Higher Education Center and Lecturer of Farhangian Universities of Khuzestan Province)
Keywords: Research Synthesis, Communicative Language Teaching Approach, Communicative Language Teaching elements, English Skills,
Abstract :
Introduction: Millions of people today want to expand their English language skills, or at least want to make sure their children get a good education. One of the important reasons for changing the previous approach or grammatical method of translation to the communicative approach in foreign language teaching in Fundamental Reform Document of Education in Iran was the use of all four English language skills. The goal of this study was designing the model of Communicative Language Teaching approach in teaching English for improving English skills. research methodology: The current research has been applied in terms of purpose. The approach of the research was qualitative and it was done with the research synthesis method in six stages. The statistical research population of related texts and sources included fifteen books between 2002 and 2016 and thirty domestic and foreign articles between 2008 and 2020. The tool of data collection was a survey, after analyzing the theoretical foundations, the extracted components were included in the design of the communication approach model. Findings: From the set of coded information, categories closed to each other were placed in three categorical levels, and the third level of categories led to the emergence of the category cluster of society related to the goal, the emergence of the category cluster of analyzed people, cluster of contracts and norms, cluster of artificial intermediary, cluster of the teaching method, cluster of the purpose of the activity and cluster of work were divided and included in the new model. The extracted components were divided into three main categories of interactive elements, instrumental elements and human elements, and all sub-components were categorized under these elements and were included in the model. Conclusion: To improve the communication skills of English learners’, using the presented model can lead to a better context of teaching English.
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