1.

Discuss the Communicative Language Teaching in terms of its

principles, and its suitability for teaching English in the Libyan
context.
Principles of Communicative Language Teaching:
1. Focus on communicative proficiency rather than just grammatical
or linguistic structures
2. Use authentic language and focus on the purposes of
communication (e.g., making requests, expressing opinions) rather
than just linguistic forms
3. Provide opportunities for learners to practice using language to
achieve communicative goals
4. Use tasks and activities that require learners to negotiate meaning,
use effective communication strategies, and cooperate to complete
a task
5. Link classroom learning with language use outside the classroom
Suitability for Teaching English in the Libyan Context:
CLT aligns well with the communicative needs of Libyan learners who
need to use English for real-life purposes like business, tourism, and
international communication.
It can help develop learners' overall communicative competence beyond
just grammatical knowledge.
However, implementation may require addressing challenges like large
class sizes, limited target language use, and learners' familiarity with
more teacher-centered methods.
An eclectic approach combining CLT with other suitable methods may be
most effective in the Libyan context.

List the five most important characteristics of the Communicative .2

.Approach

Five Important Characteristics of the Communicative Approach:

1. Emphasis on learning to communicate through interaction in the
target language.
2. Introduction of authentic texts into the learning situation.
 3. Focus on the learners' own personal experiences as important
contributing elements to classroom learning.
4. Linking classroom language learning with language activities
outside the classroom.
5. Attempt to identify and teach language functions, not just
grammatical structures.

3. Define the term "communicative competence" and explain its

significance within the Communicative Approach.

Communicative Competence:
Communicative competence refers to a learner's ability to use the
language appropriately to achieve communicative goals. It includes:
Grammatical competence: Knowledge of the grammar, vocabulary,
pronunciation, etc.
Sociolinguistic competence: Ability to use language appropriately in
different social contexts.
Discourse competence: Ability to interpret and produce coherent spoken
or written texts.
Strategic competence: Ability to use communication strategies to
compensate for gaps in knowledge.
The significance of communicative competence is that it shifts the focus
of language teaching and learning from just mastering linguistic
structures to developing the ability to use the language effectively for
communication. This is a core principle of the Communicative Approach.

Give a definition of "accuracy" and "fluency". What is their .4

?significance within a communicative framework

Accuracy vs. Fluency:

Accuracy refers to the ability to produce grammatically correct
utterances. Fluency refers to the ability to speak or write easily, smoothly
and without undue hesitation.
Within a communicative framework:
Accuracy is important, but not the sole focus. Errors are tolerated as
learners work on communicating.
Fluency is emphasized, as the goal is to develop the ability to use
language effectively for communication.
There is a balance between accuracy-focused activities (e.g., grammar
practice) and fluency-focused activities (e.g., role plays, discussions).
Learners are encouraged to take risks and experiment with the language
to develop fluency, even if it means making mistakes.

What are the characteristics of the lexical approach? Can it be .5

?applied for teaching English in Libyan schools

The Lexical Approach:

The lexical approach emphasizes that language is composed primarily of
lexical units (prefabricated chunks of language) rather than solely
grammatical structures. Key principles:
Language consists of grammaticalized lexis, not just grammar.
Lexis is the building block of language, not grammar.
Meaningful communication depends on the acquisition of lexical chunks.
The lexical approach may be applicable in the Libyan context as it can:
Develop learners' fluency and natural language use.
Complement the focus on communication in the Communicative
Approach.
Address vocabulary development as an important aspect of language
learning.
However, it would need to be integrated with other approaches that
address grammar, pronunciation, and other language skills.

In CLL, Curran thinks that there are six elements necessary for .6
?non- defensive learning, what are these elements
Six Elements Necessary for Non-Defensive Learning in Community
Language Learning (CLL):
Security - Learners feel safe and accepted in the learning environment.
Attention - Learners are focused and engaged in the learning process.
Reflection - Learners have opportunities to reflect on their learning.
Integration - New knowledge is integrated with existing knowledge.
Evaluation - Learners receive constructive feedback on their progress.
Involvement - Learners are actively involved in their own learning.
These elements are critical for creating a supportive and non-threatening
learning atmosphere in the CLL approach.

7. Explain briefly the differences between method and procedure

Method vs. Procedure:
Method refers to the overall plan or approach for language instruction
based on a particular theory of language and language learning.
Procedure refers to the specific classroom techniques, practices, and
behaviors that are consistent with the method.
For example, the Communicative Approach is a method, while activities
like information gap exercises and role plays are procedures that align
with the principles of the Communicative Approach.

What does an approach in language teaching entail? How does an .8

?approach differ from a method

Approach, Method, and Technique:

An approach refers to the underlying theory of language and language
learning that informs language teaching.
A method is the overall plan or framework for language instruction that is
based on a particular approach.
Techniques are the specific classroom activities, practices, and behaviors
that are consistent with the method and put the method into practice.
The key differences are:
Approach is the most general, dealing with theories of language and
language learning.
Method is more specific, outlining an overall plan for language
instruction.
Technique is the most specific, referring to actual classroom practices.

Discuss all the issues involved in detail

?What are the features and objectives of Desuggestopedia .9

Features and Objectives of Desuggestopedia:

Features:
Relaxed, comfortable classroom atmosphere
Use of music, art, and other non-traditional learning tools
Focus on creating a positive mindset and reducing learner anxiety
Extensive use of the target language, including dialogs and texts
Objectives:
Develop learners' communicative competence in the target language
Overcome psychological barriers to language learning
Help learners acquire large vocabularies and language fluency
Desuggestopedia aims to unlock the "reserve" of mental capabilities by
creating a positive, non-threatening learning environment. The techniques
are designed to reduce learner anxiety and build confidence in using the
target language.

Do you think the Silent Way teaches Communication? Compare it .10

?with the Direct Method

The Silent Way vs. the Direct Method:

The Silent Way:
The teacher is intentionally silent to encourage learner autonomy and
independent language use.
Learners are expected to discover and problem-solve language through
the use of cognitive strategies.
The teacher uses tools like colored rods to cue language production.
The focus is on developing learners' inner criteria for correctness.
The Direct Method:
The target language is used exclusively, with no use of the learners' native
language.
The emphasis is on linking meaning directly with the target language,
without translation.
Conversation based on everyday situations is prioritized over explicit
grammar instruction.
Correct pronunciation is emphasized from the beginning.
Both methods aim to teach communication, but the Silent Way focuses
more on learner-centered discovery, while the Direct Method is more
teacher-directed.

What is the Eclectic Approach in Language Teaching? How can .11

?you apply it in the classroom

The Eclectic Approach:

The eclectic approach does not adhere to a single method, but rather
draws on principles and techniques from various approaches to best suit
the needs of the learners and the instructional context.
Key features:
Flexibility to adapt teaching based on learners' needs, goals, proficiency
levels, etc.
Combination of activities, materials, and techniques from different
methods
Focus on meeting learning objectives rather than strict adherence to a
single method
Applying the Eclectic Approach in the Classroom:
Assess learners' needs and goals to determine the appropriate mix of
techniques.
Integrate activities from different methods (e.g., grammar exercises,
communicative tasks, vocabulary study).
Adapt and modify techniques as needed to enhance learning.
Maintain a coherent lesson flow and clear learning objectives.
Provide rationale for using particular activities to help learners
understand the purpose.
The eclectic approach allows for a tailored and responsive language
teaching approach in the Libyan context.

What are the principles of the Audio-Lingual Method, what are .12
the goals of teachers who use the method? Do you think it can be
?applied in the Libyan Context

The Audio-Lingual Method:

Principles:
Language learning is essentially a process of habit formation.
Emphasis on correct pronunciation from the start.
Use of dialogues, mimicry, and extensive pattern drills.
Grammar is learned inductively.
Native-speaker models are the ideal.
Goals for Teachers:
Develop learners' listening and speaking skills through extensive oral
practice.
Ensure accurate pronunciation and grammatical structures through error
correction.
Promote habit formation through repetition and overlearning.
Application in the Libyan Context:
The structured, teacher-led nature of the Audio-Lingual Method may
align with some Libyan learners' expectations and familiarity with more
traditional teaching approaches.
The focus on drilling, error correction, and pronunciation could be
beneficial, especially for beginner learners.
However, the lack of communicative emphasis may limit the method's
effectiveness in developing overall communicative competence required
for real-life use of English.
An eclectic approach integrating Audio-Lingual techniques with more
communicative activities may be more suitable.

What is the differences between approach, principle, method and .13

?technique

Approach, Principle, Method, and Technique:

Approach - The underlying theory of language and language learning that
informs language teaching.
Principle - A general statement or rule that guides instructional decisions
and practices.
Method - The overall plan or framework for language instruction based
on a particular approach.
Technique - The specific classroom activities, practices, and behaviors
that are consistent with the method and put it into practice.
The key differences are:
Approach is the most general, dealing with theories.
Principles are guiding statements derived from the approach.
Method is the instructional plan based on the approach.
Techniques are the specific classroom practices aligned with the method.

What is CBLT? Mention some of its characteristics and consider .14

.whether it can be applied for teaching English in Libya
Content-Based Language Teaching (CBLT):
Characteristics:
Language is taught through the use of instructional materials and
activities from academic subject areas (e.g., science, history, math).
The focus is on acquiring content knowledge while simultaneously
developing language skills.
Learners are engaged in authentic, meaningful communication around the
content.
Language skills are integrated (reading, writing, listening, speaking)
within the content-based instruction.
Applicability in the Libyan Context:
CBLT can be beneficial for Libyan learners who need to use English for
academic or professional purposes.
It can help develop both language and content knowledge relevant to their
needs.
However, implementation may require addressing challenges such as
teacher training, availability of appropriate materials, and integration with
the existing curriculum.
A gradual, pilot-based approach to introducing CBLT may be more
feasible in the Libyan context.

15. What approaches or methods are most appropriate to teach

various aspects of language in the Libyan school setting? Discuss the
possible implications of an integrated or eclectic approach.
Integrated/Eclectic Approach for the Libyan Context:
An integrated or eclectic approach that combines principles and
techniques from various methods may be most suitable for the Libyan
context.
This could involve integrating:
Communicative Language Teaching for developing overall
communicative competence
Grammar-Translation or Audio-Lingual techniques for explicit grammar
instruction and accuracy
Content-Based Instruction for developing language skills in
academic/professional contexts
Task-Based Learning for promoting meaningful communication and
learner autonomy
The specific mix of approaches should be determined based on a
comprehensive needs analysis of Libyan learners, teaching contexts, and
learning objectives.
Teacher training and development of appropriate materials would be
crucial to implement an integrated approach effectively.
Flexibility to adapt the approach as needed and continuously evaluate its
effectiveness is also important.

16. What are some common classroom activities in Grammar-

Translation Method and the Direct Method?
Classroom Activities in Grammar-Translation and Direct Method:
Grammar-Translation Method:
Explicit grammar explanations
Translation of texts from target language to native language and vice
versa
Memorization of vocabulary and grammar rules
Written exercises focused on accuracy (e.g., fill-in-the-blank, sentence
transformation)
Direct Method:
Exclusive use of the target language in the classroom
Questioning and answers based on pictures or realia
Conversational practice on everyday topics
Demonstration and gestures to convey meaning, without translation
Emphasis on correct pronunciation from the start
The Grammar-Translation Method focuses on written accuracy, while the
Direct Method emphasizes spoken communication and linking meaning
directly to the target language.

17. What are the differences between Communicative Language

Teaching and Situational Language Teaching?
Differences between Communicative Language Teaching and
Situational Language Teaching:
Communicative Language Teaching (CLT):
Emphasis on developing communicative competence through authentic
language use
Focus on meaning and communication, with accuracy as a secondary
concern
Use of tasks and activities that require negotiation of meaning
Learner-centered approach that encourages learner autonomy
Situational Language Teaching (SLT):
Focus on teaching language within meaningful situations and contexts
Use of dialogues and pattern practices to model grammatical structures
Emphasis on accuracy in pronunciation, grammar, and vocabulary
Teacher-centered approach with a structured sequence of activities
The key differences are that CLT is more focused on communicative
purposes and learner-centeredness, while SLT is more structured and
teacher-directed, with a stronger emphasis on accurate language
production.

18. What is the most effective approach in language teaching?

Most Effective Approach in Language Teaching:
There is no single "most effective" approach in language teaching. The
most effective approach depends on various factors:
Learner characteristics (age, proficiency level, learning styles, needs,
goals)
Instructional context (classroom size, resources, curriculum requirements)
Teacher expertise and beliefs about language teaching
Alignment with the target language and culture
An eclectic or integrated approach that combines principles and
techniques from multiple methods is often considered most effective, as it
allows for flexibility and responsiveness to the specific teaching-learning
context.
The key is to adopt an approach that:
Promotes communicative competence and authentic language use
Balances accuracy and fluency development
Engages learners actively in the learning process
Adapts to the needs and preferences of the learners
Aligns with the broader educational and sociocultural context
A thoughtful, context-specific integration of various approaches is
generally more effective than strict adherence to a single method.

19. What is Situational Language Teaching (SLT)? Discuss the

approach, design and procedures of Situational Language Teaching.
Situational Language Teaching (SLT):
Approach:
Language is learned through situation-based interactions and activities.
Lessons are structured around situations and topics relevant to learners'
needs.
Vocabulary and grammar are taught in meaningful contexts, not in
isolation.
Design:
Language content is organized around common situations (e.g., greetings,
shopping, travel).
Dialogues and texts are used to model language use in these situations.
Vocabulary and grammatical structures are selected based on their utility
in the situations.
Procedures:
Presentation of a model dialogue or text by the teacher.
Repetition and practice of the dialogue through drills and pattern practice.
Personalization activities to adapt the dialogue to learners' own
experiences.
Use of visual aids and realia to ground language in the situation.
Minimal use of the native language, with a focus on the target language.
SLT emphasizes the importance of learning language in context and
developing communicative ability through structured, teacher-led
activities.

20. What are the advantages and disadvantages of the Grammar

Translation Method?
Advantages and Disadvantages of the Grammar-Translation Method:
Advantages:
Develops reading and writing skills through explicit grammar study and
translation.
Helps learners understand the target language through comparison to their
native language.
Focuses on accuracy and mastery of grammatical structures.
Can be an efficient way to teach large classes with limited target language
exposure.
Disadvantages:
Lacks emphasis on developing oral communication skills.
Focuses too much on linguistic structures rather than meaningful
communication.
Promotes a teacher-centered, passive learning approach.
Fails to prepare learners for real-life language use.
Can lead to demotivation and disengagement, especially for younger
learners.
The Grammar-Translation Method may have limited effectiveness in
developing communicative competence, but it can still be useful when
combined with other approaches that address speaking, listening, and
authentic language use.

21. What are the Roles of Teachers and Learners in the Classroom in
Communicative Language Teaching?
Roles of Teachers and Learners in the Communicative Language
Teaching (CLT) Classroom:
Teacher's Roles:
Facilitator of communicative activities and interactions
Needs analyst to determine learners' communicative needs
Provider of authentic language models and materials
Needs-based syllabus and lesson planner
Advisor and guide during communicative tasks
Error facilitator rather than strict error corrector
Learner's Roles:
Active participants in the communication process
Negotiators of meaning and collaborators in tasks
Risk-takers who experiment with the language
Monitors of their own learning progress
Contributors of personal experiences and opinions
Responsible for their own learning
The CLT classroom emphasizes learner autonomy, collaboration, and the
use of the target language for genuine communication, with the teacher
playing a facilitative and supportive role.

What are the roles of teachers and students in the classroom using .22
the Direct Method? Is this method effective for teaching English in
?Libyan Schools
Roles of Teachers and Students in the Direct Method Classroom:
Teacher's Roles:
Exclusive use of the target language in the classroom
Modeling of correct pronunciation and grammar
Questioning and answering based on pictures, objects, or situations
Providing opportunities for students to speak the target language
Correcting errors immediately to ensure accurate language use
Student's Roles:
Responding to the teacher's questions and commands in the target
language
Practicing conversation and vocabulary through dialogues and situational
activities
Avoiding use of the native language, even when struggling to express
themselves
Imitating the teacher's model pronunciation and grammar
The Direct Method is very teacher-centered, with the teacher controlling
the target language use and correcting errors immediately. Students are
expected to be active respondents, but the teacher maintains a dominant
role in the classroom.
The effectiveness of the Direct Method may be limited in the Libyan
context, as it does not align well with learners' previous experiences and
may not develop overall communicative competence. A more balanced,
eclectic approach could be more suitable.

23. What are some of the teacher's roles in the Natural Approach?
In the Natural Approach, the teacher has several key roles:
1. Input provider: The teacher's main role is to provide the learners with
comprehensible input in the target language. This involves using
techniques like gestures, visual aids, and simplified language to make the
input understandable.
2. Facilitator: The teacher facilitates language acquisition by creating a
low-anxiety environment and providing opportunities for natural
language use. The focus is on meaning rather than grammar and
accuracy.
3. Monitor: The teacher monitors the learners' progress and provides
feedback, but does not directly correct errors. Errors are seen as a natural
part of the language acquisition process.
4. Course designer: The teacher has flexibility in designing the syllabus
and choosing topics and activities based on the learners' interests and
proficiency levels. There is no set curriculum.
5. Counselor: The teacher acts as a counselor, providing encouragement
and building the learners' confidence in their ability to use the target
language.
Overall, the teacher's role is to create the conditions for natural language
learning to occur, rather than directly teaching grammar rules or
vocabulary.

24. What are the key principles of whole language approach?

The key principles of the whole language approach are:
1. Holistic learning: Language is learned best when it is encountered as a
whole, meaningful system rather than as isolated skills or components.
2. Authentic language use: Learners should engage with real, meaningful
language rather than contrived or simplified texts and materials.
3. Learning by doing: Language is learned through active use and
application, not just passive exposure.
4. Integrated learning: Language skills like reading, writing, listening,
and speaking should be integrated and developed together, not in
isolation.
5. Learner-centered: Instruction should be tailored to the interests, needs,
and learning styles of individual learners.
6. Meaning-focused: The focus should be on using language to
communicate meaning, not just mastering language forms.
7. Gradual development: Language proficiency develops gradually
through exposure and practice, not in a linear or step-by-step fashion.
8. Collaboration: Learning is a social process that involves collaboration
and interaction between learners and with the teacher.
The whole language approach sees language learning as a holistic process
of constructing meaning, in contrast with more traditional approaches that
break language down into discrete skills and components.