Communicative Language - Teaching in Libyan Primary Schools

This research is an drive to investigate problems that teachers in Libyan inborn schools face in applying communicative language principle. In addition, this will provide insights for pedagogy position language skills, listening, speaking, cultivation and writing. Besides that, it can be a solution in decide to apply this come along path as a outline grounded on matter in basal education level. in like manner to find out whether or not this approach is relevant in Libyan unproblematic quill schools.\n\nResearch Questions\n1. How communicative didactics approach may be effective in teaching position for Libyan primary schools?\n2. What ar the processes and procedures of applying the CLT approach in Libyan primary schools?\n3. What ar the difficulties that teachers face in applying the CLT approach?\n\nBackground\nTeaching face in Libya for both levels of students in primary education schools go through difficulty. Teachers confused to subscribe to a strategy in t eaching language, especi aloney in teaching English as a foreign language. Also, teachers unsatiated about the strategy to govern their class when teaching English in the classroom. Besides that the primary students` performance does not retard the positive performance that primary students are supposed to send away up with. In Libya, English is first introduced to students in the fifth and the 6th grade at the age of 10 and 11 years old which are the fundamental levels to be super cared about. As beginners, the types of language aspects are required to be learnt agree to the provided materials include writing, reading, comprehension, speaking and pronunciation. Halmos (1994) stated Facts, Methods and insights all are essential to all of us all enter all our subject... (p 583). by and large techniques and strategies of teachers in tea...