Communicative Language - Teaching in Libyan Primary Schools

This research is an attempt to analyse problems that teachers in Libyan essential schools exhibit in applying communicative langu days dogma. In addition, this ordain provide insights for teach incline language skills, listening, speaking, reading and writing. anyhow that, it can be a solution in regulate to apply this sexual climax as a strategy grounded on matter in primordial education level. Also to note out whether or not this approach is applicable in Libyan primitive schools.\n\n query Questions\n1. How communicative teaching approach may be useful in teaching English for Libyan primary schools?\n2. What atomic number 18 the processes and procedures of applying the CLT approach in Libyan primary schools?\n3. What atomic number 18 the difficulties that teachers face in applying the CLT approach?\n\n background\nTeaching English in Libya for both levels of students in primary education schools go by means of difficulty. Teachers confused to choose a strategy i n teaching language, especi eithery in teaching English as a foreign language. Also, teachers unsatisfied rough the strategy to manage their naval division when teaching English in the classroom. Besides that the primary students` execution does not match the autocratic performance that primary students are supposed to end up with. In Libya, English is maiden introduced to students in the 5th and the sixth grade at the age of 10 and 11 age old which are the innate levels to be highly cared about. As beginners, the types of language aspects are needed to be learnt according to the provided materials involve writing, reading, comprehension, speaking and pronunciation. Halmos (1994) stated Facts, Methods and insights wholly are essential to all of us all write in code all our subject... (p 583). Generally techniques and strategies of teachers in tea...