This essay has been divided into three main sections. The first section will give a brief description of CLT and its initial purpose followed by a number of contrasting arguments and attitudes. This section is summarized by some comments on Bax's view towards CLT.
The second section sheds lights on the context approach and its properties which is seen by Stephen Bax as a better alternative paradigm to CLT. The validity of this approach is evaluated critically through its characteristics.
The last section suggests some strategies and puts forward certain criteria which may help teachers adopt the most appropriate method according to students' needs and weaknesses.
Table of Contents
1. Communicative Approach
1.1 The Role of CLT in Learning a Language
1.2 Contrastive Views About CLT
1.3 Bax's Attitude Towards CLT as a Teaching Method
1.4 Critical Evaluation of Bax's Attitude Towards CLT
2. Context Approach
2.1 The Definition of a Context According to Bax
2.2 Aspects of Context Variation (How Contexts Vary From Each Other)
3. Characteristics of Context Approach
3.1 Bax's View of Context Approach
3.2 Critical Evaluation of Bax's Attitude Towards Context Approach
4. Choosing a Best Teaching Approach
4.1 The Basic Purpose of a Teaching Method
4.2 Adopting the Best Method
Research Objectives and Themes
This essay aims to critically evaluate Stephan Bax’s proposal to move beyond the Communicative Language Teaching (CLT) paradigm in favor of a context-oriented approach. It assesses the validity of Bax's arguments, investigates the potential challenges of implementing a context-driven methodology, and explores how educators can balance learner needs, local context, and teaching methods for more effective language acquisition.
- The dominance and limitations of Communicative Language Teaching (CLT).
- The necessity of integrating local context into language instruction.
- Critical analysis of Bax's arguments against CLT as a universal paradigm.
- Strategies for balancing teaching methodologies with individual and cultural learner needs.
Excerpt from the Book
Bax's Attitude Towards CLT as a Teaching Method
Bax's main argument about CLT is that although CLT has worked quite efficiently to the benefit of language learning, it has not however paid much attention to the context in which the learning process takes place. In other words, context matters were of secondary importance while its priority was to concentrate on developing communication as a tool to improve students' language competence. Furthermore, he suggests that CLT started to have counterproductive results on the profession to the extent that it has to be returned to second place where it belongs. (Bax S., 2003)
In his article, Bax postulates three main statements that emphasise the necessity of changing CLT as "our main paradigm". His first statement is that the communicative approach tries to convince its advocates that the only way of receiving immediate results from language teaching all over the world regardless of the context in which the learning process takes place is through communication. The writer concludes that this message gives the licence for the teacher to manipulate the class in his/her own style in order to create communication. (ibid)
The second statement emphasises a more impressive power of the CLT. It says that all students' learning difficulties and language problems could be sorted out through choosing a suitable method which meets students' needs. Therefore, Bax could notice a counterproductive influence on the teaching profession. The reason, he thinks, is the neglect of the context or the dominance of teaching approach over it. (Bax S., 2003)
The final statement, the writer concludes about CLT, indicates that variation in contexts is not a big issue as long as the teacher has adopted the right methodology. In other words, the CLT today is seen by many teachers as the perfect method which would work efficiently regardless of the context where the language is taught. He summarises the whole three messages commenting that CLT is all about methodology and it is the ultimate solution for all classroom problems. (ibid)
Summary of Chapters
1. Communicative Approach: This chapter introduces the emergence of CLT and explores contrasting academic views on its effectiveness and its historical role in language education.
2. Context Approach: This chapter examines Bax's conceptualization of the context approach, focusing on how cultural, environmental, and individual factors vary and influence language learning.
3. Characteristics of Context Approach: This section evaluates the practical advantages and implications of prioritizing context, while critically questioning the shift away from methodology-focused teaching.
4. Choosing a Best Teaching Approach: The final chapter synthesizes the discussion by suggesting that the most effective pedagogy requires a balanced, eclectic approach that reconciles teacher methodology with the specific needs of the learners and their environment.
Keywords
Communicative Language Teaching, CLT, Context Approach, Language Acquisition, Teaching Methodology, Pedagogical Paradigm, Learner Needs, Classroom Context, Educational Reform, Language Teaching, Instructional Strategy, Student-Centered Learning, Cultural Factors.
Frequently Asked Questions
What is the primary focus of this research paper?
The paper is a critical review of Stephan Bax's 2003 article, which challenges the dominance of Communicative Language Teaching (CLT) and advocates for a new "context approach" to language education.
What are the central themes discussed in the work?
The work explores the limitations of CLT, the importance of local context in language learning, the role of teacher flexibility, and the necessity of tailoring teaching methods to specific student environments.
What is the author's main research goal?
The goal is to analyze whether shifting away from CLT as the "perfect paradigm" is justified and to determine the potential effectiveness of a context-oriented approach in future language teaching.
Which scientific method is utilized in this paper?
The paper employs a qualitative critical literature review and evaluation method, analyzing arguments from authors like Stephan Bax, John Corbett, and Jeremy Harmer.
What topics are covered in the main body of the work?
The main body covers the historical shortcomings of traditional methods, criticisms of CLT regarding its ignorance of L1 and context, the definitions of the context approach, and the proposal for an eclectic, balanced teaching methodology.
Which keywords best characterize this publication?
Key terms include Communicative Language Teaching (CLT), Context Approach, Language Acquisition, Pedagogical Paradigm, and Learner-Centered Pedagogy.
Why does Bax consider CLT to be potentially counterproductive?
Bax argues that CLT focuses too heavily on methodology and communication exercises, often ignoring the local, cultural, and individual context in which learning actually occurs.
How does the author define the "context approach"?
The author describes it as a paradigm that accounts for students' attitudes, cultural differences, the local educational system, and the specific environment where the language is used, rather than relying on a one-size-fits-all method.
What is the final conclusion regarding the "best" teaching approach?
The author concludes that no single method is perfect; instead, a wise solution involves balancing the student's needs, the teacher's style, the specific context, and the chosen teaching method.
- Quote paper
- Mohamed Ben Nasr (Author), 2009, A Critical Review of Stephan Bax's Article "The End of CLT", Munich, GRIN Verlag, https://www.grin.com/document/313595
