TAILORING LANGUAGE TEACHING METHODS TO STUDENTS’ TEMPERAMENTS: IS COMMUNICATIVE LANGUAGE TEACHING (CLT) UNIVERSALLY SUITABLE
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Abstract
The challenges of choosing efficient teaching strategies that meet the various demands of students has long plagued the area of language education. Student temperament, which has a big impact on learning preferences and classroom interaction, is one element that is becoming more and more important in this decision-making process.
This article examines the connection between language teaching strategies and students' temperaments, with a particular emphasis on the Communicative Language Teaching (CLT) technique. CLT's emphasis on active engagement and group interaction may not suit all learners' tastes, despite the fact that it has received widespread recognition for fostering fluency and practical communication skills. This article makes the case that although CLT has many advantages, not all students will profit from it. Instead, in order to achieve more inclusive and successful results, language training should be modified to consider individual temperament variance.
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