Critics in CLT

Considering the application of CLT in English language teaching, there are subtle problems that teacher may experience in classroom when encouraging their students to speak English. Savignon  (2007) identifies some critics concerning implementing CLT in East Asian countries. ‘First, it relates with classroom management, direct attention to how, with larger classes of often unmotivated learner to participate. Next, avoidance of English, where reflects a perception that these program often fail in any case to stimulate the rich use of the target language that is claimed by the proponents of the approaches. Last, incompability with assessment demands’ and conflict with educational values and tradition. Accordingly, Charles (2004) report that noisy and indiscipline is a main problem applying task-based teaching. Furthermore, difficult classroom management and noisy class which attract other teachers’ complaint as well as in low motivation students to speak (lie, 2003, in Littlewood, 2007).

Bax (2004) in his study about CLT in language teaching believes that CLT has paid little attention to the context as a basic aspect of language pedagogy. Furthermore, he mentions that recognizing the learning context including learner variables, is the key factors in successful language learning. Those findings need a new perspective in adopting and adapting CLT approach. However, Prabhu (1990) articulates that “there is no single approach or method, whether it is CLT or another method that works for all contexts and no single method works best for a particular context. In addition, ‘adapting one context to another context is a way to transfer effective pedagogical approach in language teaching’ (Mitchel and Lee, 2003 in Butler, 2005:426). Thus, Littlewood (2007) summarise that the teacher may have their own way to adopt and adapt suitable method which tailors with their specific condition.