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expecting to use the language in real life. However, those
assumptions were challenged by adult learners, who were busy with
work, and by schoolchildren who were less academically gifted and
so could not devote years to learning before they could use the
language. Educators realized that to motivate those students an
approach with a more immediate reward was necessary,[5] and they
began to use CLT, an approach that emphasizes communicative
ability and yielded better results. Additionally, the trend of
progressivism in education provided further pressure for educators to
change their methods. Progressivism holds that active learning is
more effective than passive learning.[5] As that idea gained traction,
in schools there was a general shift towards using techniques where
students were more actively involved, such as group work. Foreign-
language education was no exception to that trend, and teachers
sought to find new methods, such as CLT, that could better embody
the shift in thinking.
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