Republic of the Philippines

Province of Cebu
City of Talisay
TALISAY CITY COLLEGE
Poblacion, Talisay City, Cebu
2ND Semester, A.Y. 2023-2024

Research Synthesis
Eng Ling 2: Language, Culture, and Society

Group 2 – 1 Austen
Research Title: Research on Language and Learning: Source: https://dialnet.unirioja.es
Implications for Language Teaching

Theoretical Framework Problem & Method

• In 1990's, the discontentment of several Problem

characteristics of communicative language teaching  Addressing the limitations of Communicative
(CLT) had call for further development without Language Teaching (CLT) help the Language
questioning its goals and principles. (Thompson, 1996). learners learn easily.
• According to Kramsch (2000), the debate about second  How the CLT be improved through
language acquisition (SLA) have some agreement that it methodological options for both of the Language
settles between the theory and practice of language Teaching and Learning Approach.
acquisition and use.
•The ability to use language, therefore, may have to do Method
with access which is relatively independent of the  The study only applies the evaluative research
analytic knowledge of grammar as defined in Chomsky's design. It utilized the use of the qualitative
original concept of competence. (Widdowson, 1978; method.
1989)  While it discusses historical trends and
• Recasts appear to be most effective in contexts where theoretical perspectives qualitatively, it also
it is clear to the learner that the recast is a reaction to references quantitative research findings and
the accuracy of the form, not the content, of the original trends in applied linguistics.
utterance. (Nicholas, H. Lightbown, P.M. & Spada, N.,
 The Qualitative Method is used to describe and
2001)
evaluate the limitations of the CLT and its
• Autonomous learners are rare and fostering learner
validity on the Language Teaching and Learning
autonomy is best done in the language classroom.
field, even including on how it can be improved
(Nunan, 1997)
to help the learners learn best through suggested
• Interaction Hypothesis, when there is a problem in
different methodological options such as Second
communication, both participants will try various ways
Language Acquisition (SLA).
to make communication work again. They may employ a
variety of strategies to re-establish mutual understanding
such as paraphrasing or correcting their own output,
checking understanding, asking the other person to
repeat, or recasting what the other person says. In so
doing, learners become more aware of what they say
that works or does not work and learn to adjust their
language use
• Swain’s (1985) Output Hypothesis suggests that when
learners engage in speaking activities that promote
meaningful communication (that is they produce natural
and spontaneous conversation rather than just repeating
scripted dialogues), their L2 development is benefitted.
This is because interaction affords opportunities for
negotiation for meaning.
• Concepts are not always easy to define but we can
consider that basically affect is related to "aspects of
emotion, feeling, mood or attitude which condition
behaviour". (Arnold, 1999)
• Arnold (1999) showed that in a class which was taught
with a HLT focus and which had neither a textbook nor a
grammar syllabus, students' language proficiency
developed as well as or better than with control groups
using more traditional types of instruction.
• Widdowson (1978) asserts that the knowledge of
linguistic rules is not a guarantee that a person is
capable of using the language.
• Effective language teaching occurs when teachers are
culturally aware of their teaching context and apply
relevant approaches according to the needs of the
learners. (Bax, 2003)
• Teaching of linguistic competence is insufficient to
develop learners' communicative competence. (Alcón,
2000)
• Learners must review their representation of what
language is and what learning a language is to. (Holec,
1987)
Findings
 The objectives to describe, validate and evaluate
the usage of Communicative Language Teaching
(CLT) is excellently realized.
 The limitations of CLT creates opportunity for
the Language Teachers and Learners to have
several approaches on learning language,
especially that the Second Language Acquisition
is one of those ways to help them in learning
language.
 It finds out that even how many criticisms that
CLT has due to its present limitations and
disadvantages, yet it still has a valid reason to be
still part of the language learning for assistance
especially on fostering its 2 main guiding
principles: (1) The need to develop the Language
Skills for every Learner or their Communicative
Competence and (2) The role of the
Communicative Language as the end and the
means towards Language Learning.
 CLT is resulting towards the development of SLA
which enhances its second (2nd) Guiding
Principle.
 This study suggests that CLT has to be evidently
seen in the Teaching Practice to support the
learners need for communicative competence
(1st Guiding Principle), and not limited up to
knowledge alone.
Conclusion
 The objective on the paper is focused on the
validity of the application of Communicative
Language Teaching (CLT) whose realization is
both successful and yet grounded to some of its
limitations and criticisms.
 4 major criticisms emerged were addressed and
yet justified as to how those problems that the
CLT encounters can be lessened or even solved,
through the use of different methodological
approach on learning language in various
contexts.
 It is highly necessary to considerate the Research
on Language Use and Learning through
Communication as a basis for Language
Teaching.
 Through Communicative Language Teaching
(CLT) Approach, it helps the language teachers to
further understand the principles of CLT and to
translate them into their teaching practice.
 In relevance to the language in use in speech
and writing, it helps define the concept of the
communicative competence and to identify the
linguistic content of CLT.
 All through analyzing the CLT usage depends its
success, such factors may affect its effectivity
especially on its Input of Task Design and Focus
on Form which may facilitate the Acquisition of
the Second Language.
 CLT has limitations when it comes to the
individual factors and adjustment of Language
Teaching to the various learners' needs and
goals.
 Validity of the CLT is proven that it is highly
effective when applying it. However, relevant
methodological options can be applied if the
context requires it. Language teacher should be
flexible all the time, as suggested.
 Reflection

This study talks about how applied linguistics helps language teachers make the connection between theory
(concepts) and practice (actual circumstances). It demonstrates how important it is to comprehend how individuals
use and acquire languages. Regardless of the criticisms of the approach on the Communicative Language Teaching
(CLT), research enables educators to understand the fundamental concepts of CLT and apply them in the classroom to
enhance students' speaking and writing abilities.

It also touches on other topics that can aid students in learning a second language more effectively, such as
the kinds of materials they are given, the exercises they do, and the importance of grammar. It states that educators
should tailor their instruction to the needs and objectives of each individual student. By doing this in the classroom,
language learning—both speaking and writing—can become more effective and individualized. According to the
research, although CLT is useful for establishing language learning objectives, teachers should consider alternative
approaches to instruction depending on the circumstances. It discusses how educators serve as advisors and
researchers in addition to being teachers. This concept, known as reflective teaching, keeps teachers and students
constantly thinking about how they learn languages.

In conclusion, although several would contradict to the idea that the CLT is important because of its several
limitations yet it still plays an excellent role to learn language in an easy way, that is which to help it become more
effective is through suggesting various relevant beneficial methodological options in order to have valuable insights
about the unique and interesting beauty of the linguistic knowledge including all the sub-branches of the language
learning for the language teachers and to the learners themselves.