CLT IN POLICY DOCUMENTS AND EFL CURRICULA

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dc.contributor.authorOralbayeva Nurziya
dc.date.accessioned2023-11-08T13:29:14Z
dc.date.available2023-11-08T13:29:14Z
dc.date.issued2023
dc.description.abstractSince the use of English expanded throughout the post-Soviet states, the trend towards the use of the grammar-translation method in EFL teaching in schools can still be prominent in post-Soviet countries (Hasanova, 2007). It is common knowledge that this approach often results in low communicative language competence. Thus, the primary purpose of this paper is to discover whether the grammar-translation method is still promoted or is re- placed or shifted to CLT. The paper presents a critical analysis of Communicative Language Teaching (CLT) in the contexts of Kazakh- stan and Uzbekistan through analyzing the goals and objectives in the policy documents regarding the teaching of English to track whether the goals determine CLT. Besides, the paper aims at discovering whether the goals in curricula are directed toward developing communicative competence in learners...en_US
dc.identifier.citationOralbayeva N. (2023) CLT in policy documents and EFL curricula. Graduate School of Education.en_US
dc.identifier.urihttp://nur.nu.edu.kz/handle/123456789/7509
dc.language.isoenen_US
dc.publisherNUGSE Research in Education, 6(1)en_US
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/us/*
dc.subjecttype of access: open accessen_US
dc.subjectgrammar-translationen_US
dc.subjectcommunicative language learningen_US
dc.subjectEnglish as a foreign languageen_US
dc.subjectcurriculumen_US
dc.subjectlanguage policyen_US
dc.titleCLT IN POLICY DOCUMENTS AND EFL CURRICULAen_US
dc.typeArticleen_US
workflow.import.sourcescience

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