However, there is still argument on

However, there is still argument on the proficiency level of students and CLT method in asia including Vietnam. Many researchers claim that learners cannot learn effectively as their level is very low. Al-Humaidi(2005) states that the requirements of CLT are too difficult: availability of a English speaking classroom that can allow for group work activities and for teaching aids and materials. Besides, Stern (1992) argues that CLT has been successful in ESL settings, but failed in a classroom setting in EFL while in Vietnam ELT context, English is taught as foreign language. Similarly, Tan (2005) suspects the role of culture in the applicability and success the method in ELT; she concludes that CLT is not entirely suitable for primary school in Singapore.

Conversely, Phuc (2014) states that thoughVietnamese students may be used to the grammar-translation; they can become more active and successful language learners in communicative classes, given that teachers know how to familiarize them with CLT.

Kết quả (Anh) 1:

However, there is still argument on the proficiency level of students and CLT method in asia including Vietnam. Many researchers claim that learners cannot learn effectively as their level is very low. Al-Humaidi (2005) states that the requirements of CLT are too difficult: availability of a English speaking classroom that can allow for group work activities and for teaching aids and materials. Besides, Stern (1992) argues that CLT has been successful in ESL settings, but failed in a classroom setting in EFL while in Vietnam the ELT context, English is self-taught as foreign language. Similarly, Tan (2005) suspects the role of culture in the applicability and success the method in ELT; She concludes that CLT is not entirely suitable for primary school in Singapore.Conversely, Phuc (2014) states that thoughVietnamese students may be used to the grammar-translation; they can become more active and successful language learners in communicative classes, given that teachers know how to familiarize them with CLT.

Kết quả (Anh) 2:

Tuy nhiên, there is still argument on the proficiency level of Students and CLT method asia gồm in Vietnam. Many researchers claim Learners can not learn effectively có có level is very low as. Al-Humaidi (2005) states là requirements of CLT are too difficult: availability of a English speaking classroom can allow for group work có hoạt and for teaching aids and materials. Besides, Stern (1992) argues CLT đã có successful in ESL settings, but failed in a classroom setting in while in Vietnam ELT EFL context, English is Taught as foreign language. Similarly, Tan (2005), the role of culture Suspects in the applicability and success the method in ELT; CLT Chưa có concludes SHE entirely suitable for primary school in Singapore.

Conversely, Phuc (2014) states có thể thoughVietnamese Students used to the grammar-translation; Become more active and can chúng successful in Communicative Language Learners classes, given có know how to familiarize teachers with CLT added.