APPLYING CLT-BASED STRATEGIES FOR DESIGNING ENGAGING SPEAKING PRACTICES

Authors

  • To'laganova Mohinur O'rmonbek kizi x

Keywords:

Communicative Language Teaching (CLT), speaking activities, learner interaction, task-based learning, language fluency, communicative competence, motivation, student-centered learning

Abstract

 This article explores the application of Communicative Language Teaching (CLT) strategies in the design of effective and engaging speaking activities for language learners. Emphasizing authentic communication, learner interaction, and task-based activities, the paper analyzes how CLT principles can be adapted to various classroom contexts to improve learners' speaking proficiency. The study also highlights the role of fluency, accuracy, and motivation in communicative speaking tasks, offering practical examples and techniques to enhance student participation and language competence.

References

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Littlewood, W. (2021). Communicative language teaching: An introduction. Cambridge University Press.

Nation, I. S. P., & Newton, J. (2020). Teaching ESL/EFL listening and speaking (2nd ed.). Routledge.

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Thornbury, S. (2019). How to teach speaking (2nd ed.). Pearson Education.

Liu, M., & Jackson, J. (2016). Reticence and willingness to communicate in Chinese university EFL classrooms. TESOL Quarterly, 50(1), 193–211. https://doi.org/10.1002/tesq.204

Walsh, S. (2017). Classroom discourse and teacher development. Edinburgh University Press.

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Published

2025-04-25

How to Cite

To'laganova Mohinur O'rmonbek kizi. (2025). APPLYING CLT-BASED STRATEGIES FOR DESIGNING ENGAGING SPEAKING PRACTICES. Ethiopian International Multidisciplinary Research Conferences, 435–438. Retrieved from https://eijmr.org/conferences/index.php/eimrc/article/view/659

Issue

2025: Ethiopian International Multidisciplinary Research Conferences

Section

Articles

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