The Problems Faced by Sixth-Year Preparatory School Pupils in English as a Result of the Application of theCommunicative Language Teaching Method (CLT)In ThisStage.

The Problems Faced by Sixth-Year Preparatory School Pupils in English as a Result of the Application of the Communicative Language Teaching Method (CLT)In This Stage.


I. Introduction
Although great efforts have been exerted to enrich foreign language teaching, there is still a considerable number of learners who complain that they have never learnt to "really use the language", in spite of having had a lot of oral work in the classroom where the foreign language is being taught. So, it is supposed that people working in the field of foreign language teaching continue and increase their efforts to achieve the goal of mastering the use of the foreign language in different daily communications (Yalden, 1981: 1). Brown (1987:11) points out that a glance through the past century or so of language teaching gives the reader an idea of how varied are interpretations about the best method of teaching a foreign language.
Methods have often come and gone with each method claiming to have realized the best results. (10)……………………………………………Adab Al -Kufa Journal -Issue (1) Teaching methods are the application of theories, and it is no surprise to see a variety of such applications. Today the single greatest challenge is to move beyond the teaching of rules of grammar to the point that we teach our students how to communicate effectively in the foreign language. Many teachers and material designers believe that grammar classes and texts should be organized according to the functions or purposes that language serves. In a grammar class, they believe, students should be taught, for example, how to ask for information, how to make suggestions or accept and refuse invitations, since these activities represent the real and authentic situations in which language is used (Mckay, 1987: xii-xiv). Thernbury (1999:19) goes as far as saying that "studying the rules of grammar is simply a waste of valuable time". But Brown (2000:14) emphasizes that we should distinguish between grammar as a means to the achievement of proficiency in a foreign language and grammar as an end by itself. Celce Marita and Larsen -Freeman, (1999:1) state that over the years, language teachers have alternated between focusing on language use and language forms. They show a disagreement on whether learning to communicate by actual communicating in the foreign language or by learning the lexicogrammar (the words and grammatical structures) of the foreign language. The controversy (11)……………………………………………Adab Al -Kufa Journal -Issue (1) is about the different means of achieving the same end. In line with this conviction that communication in the foreign language is a basic aim of teaching that language, the material of Book 8 (taught at the sixth preparatory stage in Iraqi secondary schools) shows that there is a serious attempt by the authors of the book to include some of the different functions of language in the material of Book 8, as they consider these functions essential for developing pupils' communicative abilities in English.
These functions have been introduced systematically for the first time in the syllabus of this stage, though there are some examples of such functions presented in earlier stages and are represented by some dialogues but with no emphasis on them by teachers of English.
The present paper is intended to investigate the major problems faced by Iraqi learners of English as a result of applying the communicative method of teaching in the secondary schools.
The major tool used in the study is a test designed to elicit some information from the pupils about the problems they face. The test has been given to a random sample of pupils (30 pupils in the sixth preparatory stage, who have recently joined a revision course in English before embarking on the ministerial (Baccalaureate) examination). The participants in this course (12)……………………………………………Adab Al -Kufa Journal -Issue (1) have, in fact, come from different secondary schools in Najaf Governorate. In order to make the test as representative as possible of these problems, only two pupils from each school were involved in the study.
At the outset, the test was hoped to be a means of eliciting some information about the difficulties faced by those pupils learning English by the communicative approach. In addition to the test given in this study, the researcher has referred to many references in the field of foreign language teaching to see the problems cited by these references.

II. The Aim of the Study
Though pupils of sixth-year preparatory schools in Iraq exert continuous offers to master the use of functional notional activities taught at this stage, they often complain that they face many difficulties in achieving this objective. The teachers of English in this stage also show a similar concern about the same point. The failure of those pupils is embodied in their poor performance in the monthly, mid-year and final examinations in English. Moreover, they can not use these functions properly and spontaneously in different daily situations.
The present paper aims at investigating the real problems pupils at this stage face in learning the new material based on the (13)……………………………………………Adab Al -Kufa Journal -Issue (1) communicative language approach. The researcher proposes that exploring the real cause or causes of pupils' failure in this respect will lead to workable suggestions and recommendations which may lead to improving pupils' level of proficiency in mastering and handling the communicative material of book 8 and consequently better results may be achieved by the pupils in English at this stage.

III. The Teacher as a Pivotal Element in Teaching Language
Skills Brown (1987:6) assures that contemporary dictionaries show that learning is "acquiring or getting of knowledge of a subject or a skill by study, experience or instruction". On the other hand, teaching may be defined as "showing or helping someone to learn how to do something ".
Learning may imply the following: 1-It is getting.

2-It is retention.
3-It is relatively permanent but subject to forgetting. 4-It involves some form of practice.

5-It involves a change of behaviour.
Teaching is guiding and facilitating learning, enabling the learner to learn by setting the conditions for learning (Ibid: 7). Krashen (1987:34) thinks that language teaching helps when it is (14)……………………………………………Adab Al -Kufa Journal -Issue (1) the main source for foreign students who do not have a chance to get input outside the classroom. This is the same thing in our present situation where the classroom is most often the sole place for pupils to receive instructions in the foreign language. Byrne (1980:39) states that teaching languages is thought of as developing a set of performance skills in the learner. Teaching aims to enable the learner to participate to some degree and for certain purposes as a member of a community other than his own. This is what a lot many Iraqi learners of English aspire to achieve.
Because the teacher plays a significant role in foreign language teaching, no successful learning can take place without this role. When one comes to the teaching of Book 8, one can notice the significant role of the teacher in guiding the pupils towards the adequate mastery of English. Because, in our context, the learner has no opportunity to practise the language he learns in the classroom in authentic daily situations, the classroom turns to be the only place in which learners can practise the use of the foreign language. Hence, the teacher should compensate for the absence of such realistic opportunities. This compensation can take the form of extensive practice of the different functions of the foreign language as they are presented by the textbook.

IV. The Communicative Approach.
A review of literature on communicative competence reveals many meanings of the concept and the way it should be used in second or foreign language instruction. We realize two viewpoints: A-Communicative competence includes grammatical competence.
B-It does not.
The second view has (3) bases as follows: 1-Children focus more on being understood than on speaking grammatically.
2-Full grammatical competence comes at a later stage.
3-Language learning is more effective when it involves real communicative acts (internet). Schmitt (2002:7) states that in CLT, the focus is on learner's message and fluency rather than on grammatical accuracy. Historically, CLT is seen as a response to the Audio-lingual Method and as extension or development of the Notional-Functional syllabus. CLT is characterized as a broad approach to teaching rather than as a teaching method with a clearly defined set of classroom practices. As such it is most often defined as a list of general principles or features. One of the most recognized (16)……………………………………………Adab Al -Kufa Journal -Issue (1) lists of such features is David Nunan's (1991) list of features. These include: 1-Emphasis on learning to communicate through interaction, by using the target language.
2-The use of authentic texts in learning situations.
3-Providing opportunities for learners to focus not only on language but also on the learning process itself. 4-Enhancing the learner's own personal experiences. 5-Linking classroom language learning with language activities outside the classroom. Finochiaro and Brumfit (1983: 91-3) give the following list of the CLT.
2-Dialogues centre on communicative functions, provided that they come from the inside of the learner.

3-Contextualization is a basic principle.
4-Language learning is learning to communicate. 5-Any device that helps learners to communicate is accepted.
6-Translation may be used when needed. 7-The use of the native language is allowed. 8-Communicative competence is the desired goal. 9-Teachers can help learners in any way that motivates them to communicate.

10-Fluency is a primary goal.
CLT is considered an "umbrella" approach of language teaching that has become the accepted "norm" in the field of Foreign Language Teaching. It is also believed to be a catchall term, not every one agrees on its interpretation or application.
CLT is the product of dissatisfaction with previous methods of teaching especially, the audio-lingual method and the grammar- Learners in CLT learn about language in social contexts like the difference between speaking with an elder and a peer. Now most teachers of foreign language claim to use a communicative approach in some way or another and no one wishes to be described as non-communicative teacher. Littlewood (1981) assures that one of the most characteristic features of CLT is that it pays systematic attention to functional as well as structural aspects of language.
The concept of communicative competence was originally developed by the sociolinguist Hymes (1972)  -Sociocultural competence.
Hymes' (1972) students do not simply learn the linguistic structure and grammar rules, but they have to learn how to use the language properly. In CLT, what matters most is not whether the learners learn to use the language accurately, but whether they can get their message across.

V. Grammatical Structures vs. Communicative Functions.
Although there are several advantages for organizing a grammar class according to grammatical structures, there is danger that learners may not be able to communicate effectively which is the main purpose of grammar classes. Because of this potential danger many teachers and material designers believe that grammar classes and texts should be organized according to the functions that language serves. (McKay, 1987: xii-xiv).
Widdowson (1989) insists that it is a mistake to concentrate solely on functions considerations while ignoring form altogether.
Halliday (1973) sees language as a means of functioning in society and he introduces three functions of language: 1-Ideational (telling people facts or experiences).

2-Interpersonal (maintaining personal relationships with people).
3-Textual (expressing the connection and organization within a text. For example, clarifying, summarizing, and signaling the beginning and end of an argument).
A communicative approach helps learners to become fluent, but it is insufficient to ensure comparable level of accuracy. Nunan (2001: 9) states that language is seen as a unified system (20)……………………………………………Adab Al -Kufa Journal -Issue (1) and the ultimate aim of the learner is to approach the target language norms of the native speaker.

VII. The Time Allotted For Practice by Pupils
Time is no doubt a paramount factor in the process of teaching a foreign language. Many authorities emphasize the importance of time in learning a foreign language. Dubin et al (1986: 32) assume that "the time available for the acquisition of the target language is a key factor ".
Because of the limitations of time, teachers at this stage find themselves lagging behind the application of their weekly or annual plans. Due to the many occasions during the school year, a lot of time is wasted now and then. This is exactly what Mathews (1985: 203) emphasizes when he states that " in secondary schools the teaching time is lost for variety of reasons, and it would be unwise to adopt a textbook which provides too much material for the teaching hours available". The time limitation is not an imaginary thing but has been reported by most teachers of "English" whom the researcher has interviewed about this point. Not only this, but the researcher himself has taught the material in the sixth preparatory stage for more than ten successive years which gave him a full conviction that teachers of English are in no position to give their pupils enough time to pracrtise the material. Because the communicative material in book 8 forms a basic portion of the whole material, this portion does not receive its due share of practice on the part of the learner

VIII. A Description of the Test
One major tool used in the present study is a test based on the functional-notional points included in Book 8. The test comprises (10)  The test has been given to a random sample of (30) pupils of the sixth preparatory stage who have just joined a course in English in order to prepare themselves for the final examination in English, i.e., the Ministerial Examination. To motivate those pupils to respond seriously to the test's proceedings, they have been informed by their teacher to answer the question to the best of their knowledge of the material. He would not receive any blank paper. So These items of the test include questions about different language functions like: introduction, leave taking, suggestion, apologizing and others. These will appear in the appendix at the end of this paper.
The time given for answering the (10)  the whole testees feel at ease. So the testees were expected to do their best in answering the questions given.

IX. An Analysis of Pupils' Responses
In the end of the test time, the test papers were collected and then corrected by the researcher. The responses of the testees showed the following results: Item (1): This item is about introduction. Only (6) out of (30) responses were correct. Pupils' responses show that they were not able to distinguish between formal introduction and personal introduction. (5) Responses show that these pupils do not distinguish between "may" and "my", so they used "my" instead of "may" producing something like: My I introduce……? (10) Pupils were confused that they could not distinguish between introduction and invitation, and this is embodied by using the expression: would you like me my friend.
Item (2): This item is about seeing people off. Only (11) responses out of (30) were correct. Some pupils confused seeing off with greeting by using expressions like: Good bye-Hello.
Item (3): This is about invitation. (6) Responses were correct. Some pupils confused invitation with suggestion and preference.
(3) pupils used a form of apology by saying: "I can't come". There are (6) responses which were eccentric like the expressions: I see the winter is bad; No it is very cold; or No, thing that is the summer.
Item (6) buy, I-non necessity and I was not see to nessier. This function was confused with the expression of opinion.
Item (10): This item is about disagreement with others' preferences. (9) Responses were correct. Some of the eccentric expressions are: I do not thing, I like 7 up but I like a pepsi.

X. The Problems of Using the CLT Approach in Teaching the Foreign Language
The most outstanding problems ensuing from using the CLT approach can be stated as follows: 1-Krashen (1987: 4) emphasizes that a lot many books on methodology are based on what seems to work in the classroom, but they are not field-tested. So is the case with Book 8.

2-
CLT tends to promote fluency over accuracy, and there is the fear that the learners will lose accuracy at the expense of fluency.

3-
One of the principles of CLT is that the teacher speaks less than his pupils, but in actual practice, we notice that the reverse is true. The teacher hardly gives enough time to his pupils to practise the daily communications. As a result, the learner does not get adequate opportunities to pracrise the language.

4-
In most situations, especially in Iraq, the learner does not use the foreign language outside the classroom. The teacher is the only person to communicate with, while the CLT approach insists that the teacher should be given the minimum time to speak.

5-
The classroom context is used to create activities to teach learners how to react in real world situations, and not to fake real world situations.
This view is supported by Littlewood (1981: 44) who considers a classroom as an artificial environment for learning and using a foreign language.
6-The teacher can not decide which functions are most useful for his students, and as a result, there will be a problem of how to sequence these functions in his daily or annual plan of teaching.
7-The learner is aware of the artificiality of any language function that takes place in the classroom. This is what Wilkins (1974: 83) assures.

8-Widdowson (1989) emphasizes that the sole communication on
functional considerations while ignoring form altogether is a mistake. Just relying too heavily on rules of grammar often lead to dissociation from any consideration of appropriateness, relying too heavily on using language appropriately can lead to a lack of necessary grammatical knowledge and of the ability to compose or decompose sentences with reference to it. Schmitt (2002:7) supports the above argument when he states that a communicative approach helps learners to become fluent, but it is insufficient to ensure comparable levels of accuracy. 10-Normal conversation does not give the speaker enough time to think about the use of rules (Krashen, 1987:6). Because of this problem accuracy may be lost at the expense of appropriacy.

XI. The Problems Explored Through the Test
In addition to the problems stated in ( and fail to perform effectively, and they may produce incorrect and confused expressions.

6-
As learners understood the given instructions at different levels, they are expected to misunderstand each other when they are called on to act certain functions or perform in daily situations.

XII. Findings and Recommendations
The following findings and recommendations can be stated on the basis of the analysis and observations in this study.

A .Findings:
These include: 1-In spite of some awkward responses of the learners, they show some kind of development towards achieving an ability to communicate in the foreign language. An investigation of pupils' responses in the test proves that.
2-The time allotted for covering the functions in Book 8 is not enough.
A lot many functions have been presented in comparison with the time available for the teacher.

3-
The eccentric expressions produced by some pupils support the concept of "interlanguage" introduced by Selinker (1972)  learners to perform adequately when they are exposed to real daily conversations.

5-
The lack of authenticity makes pupils feel that they are just performing mimic acts of communication.

6-The presentation of new functions influences previously presented
functions. This is detected from the testees' responses.

B. Recommendations
The following recommendations are based on the previous findings. 8-The present textbooks should be supplemented by real life daily conversations in order to be practiced by the learners.
Adhering to the present textbooks in our schools may not give the opportunity to the learners to improve their level of proficiency in English.
9-One or two periods a week in the present programme in English can be dedicated for conversations only .No other activities should be presented during these periods.
10-The listening comprehension activity should be activated in our secondary schools. Learners should be trained and encouraged to engage in active processes of listening for meaning.
11-The units of books: 6, 7, and 8 should be abridged in order to dedicate the surplus time for practice by pupils.
12-learners should always be exposed to films which contain English daily conversations in which the actors speak the language slowly, and then gradually they are exposed to speeches with a normal speed until learners get the desired proficiency in the foreign language communications.
(33)……………………………………………Adab Al -Kufa Journal -Issue (1) 13-Learners should be encouraged to practise the language even at their leisure time or at home. They can also communicate with their peer pupils or even they can talk to themselves as if in soliloquy.
14-There should be a kind of balance between the materials that improve appropriacy and those which improve accuracy.