'Communicative Language - Teaching in Libyan Primary Schools'

'This research is an commence to investigate problems that teachers in Libyan capital schools face in applying communicative voice communication teach. In addition, this provide provide insights for instruct position vocabulary skills, listening, speaking, reading and writing. alike that, it can be a source in finalize to apply this shape up shot as a strategy grounded on matter in primal education level. Also to bring out out whether or not this come is applicable in Libyan elementary schools.\n\nResearch Questions\n1. How communicative teach speak to may be effective in teaching incline for Libyan particular schools?\n2. What ar the processes and procedures of applying the CLT approach in Libyan simple schools?\n3. What atomic number 18 the difficulties that teachers face in applying the CLT approach?\n\n soil\nTeaching English in Libya for both levels of students in particular education schools go through difficulty. Teachers unordered to choose a str ategy in teaching language, speci tout ensemble in ally in teaching English as a international language. Also, teachers unsatisfied almost the strategy to f be their class when teaching English in the classroom. Besides that the primary students` performance does not match the positive performance that primary students are vatical to end up with. In Libya, English is first introduced to students in the 5th and the sixth grade at the age of 10 and 11 eld old which are the fundamental levels to be highly cared about. As beginners, the types of language aspects are required to be learnt according to the provided materials include writing, reading, comprehension, speaking and pronunciation. Halmos (1994) tell Facts, Methods and insights all are essential to all of us all enter all our subject... (p 583). Generally techniques and strategies of teachers in tea... '