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TAILORING LANGUAGE TEACHING METHODS TO STUDENTS’
TEMPERAMENTS: IS COMMUNICATIVE LANGUAGE TEACHING (CLT)
UNIVERSALLY SUITABLE
Khalilova Kamola
Lecturer of “History and Philology Department”
At The Asia International University
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.
Introduction
Language teaching approaches have changed in the last several decades to place more of an
emphasis on communication-based competency and student-centered learning. The potential of
the Communicative Language Teaching (CLT) approach to promote real-world language use
through interaction has made it stand out among the others. But assuming that CLT works for
every student equally could leave out a crucial factor: temperament. The term temperament
describes the natural characteristics that affect how people react to their environment, such as
inclinations for social involvement, risk-taking, and cognitive activity. Since learning a language
frequently requires performance, teamwork, and vocal expression, it is important to examine
how well teaching strategies fit the temperaments of the students.
Understanding Students' Temperaments
Emotional reactivity, adaptability, and introversion versus extroversion are some of the
dimensions that make up temperament. For example, extroverted students may flourish in
dynamic and participatory settings, whereas introverted students may prefer solitary reflection
and feel nervous in-group conversations. In language instruction, where communicative activities
sometimes force pupils to move outside of their comfort zones, it is critical to recognize these
variances.
The Core Features of Communicative Language Teaching (CLT)
CLT places a strong emphasis on learner autonomy, authentic communication, and language use
in everyday situations. Role-plays, group discussions, pair work, and task-based learning are
important exercises. These techniques work well for promoting cultural competency, listening
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comprehension, and fluency. They do, however, demand that pupils be socially secure, actively
involved, and open to making grammatical errors in public—qualities that may not be equally
present in all students.
CLT and Temperament: A Mismatch for Some Learners
Although extroverted students frequently perform well in CLT classes, the approach may be
frightening to introverted or nervous pupils. These kids may have trouble with impromptu
speaking assignments or become overwhelmed in situations that need a lot of interaction. As a
result, individuals can engage less, practice less, and eventually make less progress in learning
the language. This discrepancy might cause annoyance and a drop in motivation, underscoring
the need for a more sophisticated strategy.
Differentiated Instruction: An Inclusive Alternative
Instead of giving up on CLT, teachers can adapt it to accommodate different temperaments. To
lessen social pressure, teachers could, for example, give introverts more structured speaking
assignments, provide written reflections prior to oral presentations, or create smaller group
settings. Furthermore, incorporating components from different approaches—like the Silent Way
or Grammar-Translation Method—can provide diversity and balance, guaranteeing that every
student is involved in accordance with their areas of strength.
Case Examples and Practical Strategies
The notion that mixed-method approaches provide superior results is supported by research and
observations made in classrooms. In a research comparing extroverted and introverted students
in CLT classes, the former demonstrated superior writing abilities, while the latter performed
better orally. Teachers may foster a climate that respects various temperaments by offering a
variety of activities, such as writing diaries, interactive games, grammar exercises, and silent
reflection
Conclusion
Although it is still a strong and well-liked approach in contemporary language instruction,
communicative language teaching is not a universally applicable answer. Effective and inclusive
teaching requires an understanding of and ability to accommodate students' temperaments.
Teachers can improve engagement, lower anxiety, and promote language development for all
students by knowing their preferences and varying their teaching methods. Language
instruction's future rests in the careful blending of approaches that respect the diversity of the
students themselves, not in the exclusive use of any one approach.
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