Professional paper
TEFL to adult learners with a focus on communicative language teaching (CLT)
Sandra Ljubas
; Veleučilište “Marko Marulić” u Kninu, 22300 Knin
*
Marijana Drinovac Topalović
orcid.org/0000-0002-2839-6735
; Veleučilište “Marko Marulić” u Kninu, 22300 Knin
* Corresponding author.
Abstract
Acquiring a foreign language, such as English, as an adult learner is a challenging task requiring effective customised educational strategies. In this paper, we reflect on the effectiveness of Communicative Language Teaching (CLT) as an approach to adult language education. CLT prioritises communicative competence and utilises learners' life experiences and individual learning preferences to develop a learner-focused environment. A key feature of CLT is its emphasis on authenticity and interaction, motivating learners to actively participate in language learning through task-based activities and real-world communication. The approach is grounded on Interactionist and Sociocultural theories, promoting integrated language skills in culturally rich contexts to improve fluency and linguistic proficiency.
Through analysing the principles Brown (2007) and other scholars outlined, this paper highlights the importance of student-centred learning. Educators facilitate rather than dictate, enabling adults to take responsibility for their learning. Adult learners pursue English as a foreign language for multifaceted reasons, including professional, educational, social, cultural, and personal development goals. With its emphasis on meaningful interaction and practical language application, CLT provides a robust framework for addressing adult EFL learners' diverse motivations and needs. This ultimately leads to more effective language acquisition and a greater sense of accomplishment.
Keywords
Hrčak ID:
318652
URI
Publication date:
30.6.2024.
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