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Findings show most participating teachers reported uncertainty about CLT’s exact meaning yet believed a communicative approach can support learners. Teachers sought flexibility in methods beyond program guidelines. Some teachers advocated CLT as a route to communicative competence, underscoring the need for collaboration between program coordinators and instructors in future teacher education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-case-study-of-college-level-second-language-teachers-perceptions-and-implementations-of-communicative-language-teaching/268516/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-case-study-of-college-level-second-language-teachers-perceptions-and-implementations-of-communicative-language-teaching/268516.png","ImageObject",300,407,{"name":92,"@type":93},"Riley West","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-09-20","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What relationship does the study investigate between CLT and teaching practice?","Question",{"text":112,"@type":113},"The study investigates how college-level second language educators’ perceptions relate to and influence their implementations of Communicative Language Teaching (CLT).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What do most participating teachers report about their understanding of CLT?",{"text":117,"@type":113},"Most teachers admit they do not understand what CLT exactly means, even though they agree that a communicative approach can facilitate students’ learning.",{"name":119,"@type":110,"acceptedAnswer":120},"Why do some teachers advocate for CLT in this study?",{"text":121,"@type":113},"Some teachers support CLT because they believe it is the best way to achieve communicative competence, and they view it as effective for language development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},268516,1789431913,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144},1099523885074,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","A Case Study of College Level Second Language Teachers’ Perceptions and Implementations of Communicative Language Teaching  \nChiu-Yin Wong  \nMonmouth University  \nAbstract  \nPrevious research studies have indicated that some educators do not advocate Communicative Language Teaching (CLT) because of their misunderstanding of the methodology. This article explores the relationship between college-level second language (L2) educators’ perceptions and their implementations of CLT. The results of this study show that the majority of the participating teachers admitted that they did not understand what exactly CLT meant, but agreed that a communicative approach could facilitate students’ learning. These teachers would like to insert a variety of methods in their practices regardless of the rules provided by the program coordinators. The findings also indicate that some teachers advocate for CLT because they believe it is the best way to achieve communicative competence. This study suggests the importance of partnerships between program coordinators and instructors. It also aims to yield insight regarding the design of future language teacher education.  \nIntroduction  \nSecond language (L2) educators have paid a great deal of attention to Communicative Language Teaching (CLT) in the last two decades. CLT is a term that refers to various approaches and methods for teaching a second language (L2) communicatively. The main purpose of CLT is to develop learners’communication skills and ability. Despite the importance of communication in teaching, Richards (2006) points out that a great deal of language teachers who believe they use CLT do not have a consistent definition of what it means. When asked what makes their classes communicative, some teachers state it is because they focus on developing students’ speaking ability (Wu, 2008). Wu also indicates that some teachers do not advocate for CLT because of their misunderstanding of what it is. These teachers think that CLT will hinder students’ development of the language process because it focuses on meaning only. The focus of this research study is to address a void in the literature by understanding language teachers’ perceptions of CLT and investigating whether and how language teachers implement CLT in their teaching practices.  \nCommunicative Language Teaching (CLT)  \nCLT is an approach to teaching because it is “a unified but broadly based theoretical position about the nature of language and of language learning and teaching”(Brown, 2007, p. 241). The methodology was developed in different stages, and the ideas of CLT have been expanded since the mid-1970s.  \nDescriptions of CLT emphasize elements of communication, including negotiation of meaning, expression, and interpretation as the defining characteristic of CLT (Brown, 2000; Ellis, 1982; Johnson & Johnson, 1988; Lee & VanPatten, 2003; Littlewood, 1981; Nunan, 1991; Richard-Amato, 1996; Savignon, 1997) . Lee and VanPatten (2003) explain that speaking is not the only skill that CLT focuses on. It also involves reading, writing, grammar, and culture. Brown (2007) adds that students in a CLT classroom need to use the target language in meaningful contexts. The purpose of CLT is to improve the learners’knowledge of the L2, as well as how to use it appropriately in a given social context (Li & Song, 2007) . CLT is different from traditional teaching methods in that learners acquire a L2 through interaction with others rather than rote memorization and grammar rule learning. Despite the principles and the characteristics of CLT provided in the literature, some scholars criticize the definitions of CLT as very broad. CLT raises concerns because there is a great deal of confusion and controversy, and a lack of research on applying CLT in a language classroom (Canale, 1983) . For example, Nattinger (1984) notes that there are some general descriptions of CLT, but its definitions are vague and contain many variations. Many L2 teachers f","cbCaigGfFTgYFPfY","https://ap.wps.com/l/cbCaigGfFTgYFPfY","pdf",255314,17,"English","# Abstract\n# Introduction\n## Communicative Language Teaching (CLT)\n## The Role of Teachers in Communicative Language Teaching","[{\"question\":\"What relationship does the study investigate between CLT and teaching practice?\",\"answer\":\"The study investigates how college-level second language educators’ perceptions relate to and influence their implementations of Communicative Language Teaching (CLT).\"},{\"question\":\"What do most participating teachers report about their understanding of CLT?\",\"answer\":\"Most teachers admit they do not understand what CLT exactly means, even though they agree that a communicative approach can facilitate students’ learning.\"},{\"question\":\"Why do some teachers advocate for CLT in this study?\",\"answer\":\"Some teachers support CLT because they believe it is the best way to achieve communicative competence, and they view it as effective for language development.\"}]","A Case Study of College Level Second Language Teachers’ Perceptions and Implementations of Communicative Language Teaching | PDF",43]