Teacher’s Dominance in an English as a Foreign Language (EFL) Classroom & its Effect on Learnability

Abstract

Communicative Language Teaching (CLT) claims that language learning is a multifaceted phenomenon. The approaches preceding CLT were incomplete and one-sided. The purpose of this article is to show that language learning is not only comprehension but also production and that language is not learned piece-meal and in isolation rather it should be learned through a holistic approach. This study explores the type of methods adopted by the teachers in English Language Classroom (L2). By doing so it looks to find out who dominates the L2 classrooms __ teacher or student and how it affects learnability. The results show that the balance is tilted in favour of the teacher with (CLT) use almost half compared to the traditional teacher centered approaches i.e., Grammar Translation Method (GTM) and Audio-Lingual (AL).

Keywords:

Unique Article ID: IJELT-126

Article Review Status: Review Completed - Accepted (Pay Publication Fee)

If your article’s review has been completed, please ensure you check your email for feedback.

Creative Commons Licence
This work by European American Journals is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

  • Our Journal Publishing Partners