Learner Role in CLT: Practices in the Higher Secondary Classrooms

Authors

  • Md. Abdur Rouf Jagannath University, Dhaka
  • Khanam Nargis Sultana Bangladesh University

DOI:

https://doi.org/10.3126/nelta.v20i1-2.19775

Keywords:

Learner role, CLT, Higher secondary classrooms, Practices, learners

Abstract

Communicative Language Teaching (CLT) is a learner-centered approach for language teaching and learning. In the CLT context, learner’s role changes from that of a passive receiver to an active participant engaging in diverse classroom activities that promote communicative competence. Again, L2 learners are supposed to learn the language by using it for different tasks, and taking part in pair work, group work, role play, and discussion inside classrooms. This study aims to find out gaps, if any, between learner roles as advocated in CLT theory and as practiced by learners in the higher secondary classrooms in Bangladesh while teaching/learning English following this approach, and its relation to poor ‘learning outcomes’.

 Journal of NELTA, Vol 20 No. 1-2, December 2015, page: 34-40

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Author Biographies

Md. Abdur Rouf, Jagannath University, Dhaka

Assistant Professor

Khanam Nargis Sultana, Bangladesh University

Assistant Professor 

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Published

2018-05-04

How to Cite

Rouf, M. A., & Sultana, K. N. (2018). Learner Role in CLT: Practices in the Higher Secondary Classrooms. Journal of NELTA, 20(1-2), 34–40. https://doi.org/10.3126/nelta.v20i1-2.19775

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Section

Articles