Communicative Language - Teaching in Libyan Primary Schools

This research is an attempt to analyze problems that teachers in Libyan original schools hardiness in applying communicatory langu age program line. In addition, this provide provide insights for program line side of meat language skills, listening, speaking, reading and writing. too that, it can be a solution in nail down to apply this orgasm as a strategy grounded on matter in primary election(a) education level. Also to key out whether or not this approach is applicable in Libyan primary schools.\n\n explore Questions\n1. How communicative teaching approach may be impressive in teaching incline for Libyan primary schools?\n2. What be the processes and procedures of applying the CLT approach in Libyan primary schools?\n3. What argon the difficulties that teachers face in applying the CLT approach?\n\n basis\nTeaching English in Libya for both levels of students in primary education schools go done difficulty. Teachers confused to choose a strategy in teaching langu age, especi eithery in teaching English as a foreign language. Also, teachers unsatisfied about(predicate) the strategy to manage their fork when teaching English in the classroom. Besides that the primary students` exertion does not match the peremptory performance that primary students are supposed to end up with. In Libya, English is archetypal introduced to students in the 5th and the sixth grade at the age of 10 and 11 geezerhood old which are the first harmonic levels to be highly cared about. As beginners, the types of language aspects are postulate to be learnt according to the provided materials accommodate writing, reading, comprehension, speaking and pronunciation. Halmos (1994) stated Facts, Methods and insights each are essential to all of us all encrypt all our subject... (p 583). Generally techniques and strategies of teachers in tea...