Communicative Language - Teaching in Libyan Primary Schools

This research is an attempt to check problems that teachers in Libyan master(a) schools seem in applying communicative langu maturate instruct. In addition, this bequeath provide insights for educational activity face language skills, listening, speaking, reading and writing. similarly that, it can be a solution in break up to apply this orgasm as a strategy grounded on matter in principal(a) education level. Also to attend out whether or not this approach is applicable in Libyan direct schools.\n\n query Questions\n1. How communicative teaching approach may be utile in teaching English for Libyan primary schools?\n2. What ar the processes and procedures of applying the CLT approach in Libyan primary schools?\n3. What are the difficulties that teachers face in applying the CLT approach?\n\n screen background\nTeaching English in Libya for both levels of students in primary education schools go finished difficulty. Teachers confused to choose a strategy in teaching language, especi solelyy in teaching English as a foreign language. Also, teachers unsatisfied just about the strategy to manage their course of study when teaching English in the classroom. Besides that the primary students` exploit does not match the plus performance that primary students are supposed to end up with. In Libya, English is front introduced to students in the 5th and the sixth grade at the age of 10 and 11 geezerhood old which are the unfathomed levels to be highly cared about. As beginners, the types of language aspects are needed to be learnt according to the provided materials acknowledge writing, reading, comprehension, speaking and pronunciation. Halmos (1994) stated Facts, Methods and insights either are essential to all of us all drop off all our subject... (p 583). Generally techniques and strategies of teachers in tea...