Teaching Productive Skills to the Students: a secondary Level Scenario

1.8 
Research Methodology 
To prepare this paper; relevant text books, empirical evidences, journals and 
websiteshave been used as secondary data. Primary data were also collected and 
analyzed here to examine the practical scenario of teaching Listening and Speaking to 
the young learners in the schools. 
The research methods employed for this study are: 
a. 
Library research to have a clear idea about the topic and its components, to 
collectrelevant data and existing literature on productive skills. 
b. 
Students‟ questionnaire survey. 
c. 
Questionnaire 
Teachers‟ interview. 

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Chapter 2 
 
Literature Review 
 
2.1 
Communicative Language Teaching in Secondary Level 
 
Communicative Language Teaching (CLT) is a method which is based on the 
target of language teaching and learning for effective and real life communication. 
Rather than to acquire and exhibit knowledge, the emphasis of CLT is on enhancing the 
ability to communicate (Seraj and Mamun, 2011; p.7). According to Diane (2004: in 
Seraj and Mamun, 2011: p.8) the aim of CLT is to facilitate to communicate in target 
language. 
Communicative Competence is measured on the four basic skills of language-
reading, writing, speaking and listening. As developing the ability of the learners to 
really communicate in English is the main goal of SSC syllabus, it is essential to 
integrate all four skills ensuring equal amount of concentration in each of them. Thus, 
the learners will have the level of linguistic competence in English that will enable them 
to communicate effectively in “real English” (Davis & Pearse, 2000; p.4). Here the 
expression “real English” is used to refer to English which can be used both inside and 
outside the classroom. 
Each skill of language should be given equal importance and extensive 
opportunities to use English for a variety of purposes are to be givento the students for 
improvement of theircommunicative skil, as Peregoy and Boyle state (2001: in Matin, 
2011: p.236), listening, speaking, reading and writing occur naturally together in 
learning events in at all great levels in schools, though traditionally they were taught 
separately. 
According to English curriculum requirements, the objective of English is to 
develop students‟ ability to use English in an all-purpose way. Harmer (1991: p.52) 
suggests, any of the skills cannot be performed without another. It is impossible to 

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speak in a conversation if someone does not listen as well, and people hardly can write 
without reading.