| LEADER |
02838nam a22002417a 4500 |
| 001 |
1746056 |
| 041 |
|
|
|a eng
|
| 044 |
|
|
|b السودان
|
| 100 |
|
|
|9 498845
|a Mohamed, Hatim Mohamed Ahmed
|e Author
|
| 245 |
|
|
|a The Adequacy of Communicative Learner- Centred Approach on Libyan Secondary a School Students’ Speaking Skills
|
| 260 |
|
|
|b جامعة غرب كردفان
|c 2018
|g مارس
|
| 300 |
|
|
|a 15 - 38
|
| 336 |
|
|
|a بحوث ومقالات
|b Article
|
| 520 |
|
|
|b The study before hand investigates the impact of the communicative learner-centred approach on promoting speaking skills in Libyan secondary schools. The researchers used the analytical descriptive method, and the statistical package of social sciences (SPSS) program was used for analyzing the quantitative data. The research problem is that, English language curriculum of Libyan secondary schools was based on traditional educational philosophy which underpins the subject and teacher-centred view neglected to implement Communicative Learner-Centred Approach (CLCA) for promoting the Libyan secondary school students' speaking ability. The nature of the problem called for a joined quasi- experimental and survey research study. Al Quds secondary school at Al-kufra city was chosen for the experimental study, so 78 students and 50 teachers were chosen as a sample for this study. The study aimed to identify the appropriateness of the CLCA for the Libyan context, as well as its effect on promoting Libyan secondary school students' speaking skills. The most important results attained in this study are: Teachers had positive views on implementing communicative activities, but they were unable to translate these views into classroom practices. Among other related reasons, teachers’ low oral proficiency, teachers’ accountability to inspection and teachers’ and students’ accountability were most influential for this issue. Another result is that, the CLCA had a positive effect on the students' speaking skills. The researchers recommend that: Firstly, educational policy-makers should consider the applicability of the CLCA in the Libyan/context. Secondly, a shift should be made from non- communicative to communicative ELT. And finally, EFL teachers should receive in-service training in applying CLCA principles.
|
| 653 |
|
|
|a التعليم الثانوي
|a مهارات التحدث
|a طلاب المدارس الثانوية
|a التعلم التواصلي
|
| 700 |
|
|
|9 541885
|a Mohammed, El shebli Mohammed Ahmed
|e Co-Author
|
| 700 |
|
|
|9 421698
|a Tawati، Ahmed Sanoussi Himeda
|e Co-Author
|
| 773 |
|
|
|4 الادب
|6 Literature
|c 010
|l 001
|m ع1
|o 2006
|s مجلة كلية التربية للعلوم والآداب
|v 000
|x 1858-7356
|
| 856 |
|
|
|u 2006-000-001-010.pdf
|
| 930 |
|
|
|d y
|p y
|q n
|
| 995 |
|
|
|a AraBase
|
| 995 |
|
|
|a EduSearch
|
| 999 |
|
|
|c 1004460
|d 1004460
|
