Communicative language teaching (CLT) has been developed for decades as the most reliable solution for English language learners to become communicatively competent. However, there have been numerous studies that show that many teachers in an English as a foreign language (EFL) context expressed frustration about not having an accurate understanding of CLT or how to conduct it effectively with fewer opportunities for students to be engaged in meaningful communication. In contrast to studies about the limitations and problems of CLT in Korean education environments, this study revealed that most Korean elementary school English teachers have a fairly accurate understanding of the method, which is sufficient for managing classes using CLT. This study is conducted using quantitative study methodology to investigate teacher perceptions and beliefs in CLT and see how they have been affected by their own CLT learning experiences provided in teacher training programs (TTP). To this end, this study discusses the characteristics of such programs by surveying 94 participants and then interviewing the teachers chosen. It is suggested that diverse venues for the teachers to establish networks should be offered to better implement CLT. Also, long-term and consistent TTPs need to be further developed.
I. Introduction
II. Literature Review
III. Research Method
IV. Results
V. Discussion and Conclusion
References
Appendix
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