COMMUNICATIVE MEANING-MAKING IN ENGLISH LANGUAGE TEACHING: PRACTICES AND LEARNER RESPONSE

Abstract

This article examines the role of communicative meaning-making in English language teaching, focusing on its implementation in classroom practice and learner response. It discusses the key principles of meaning-oriented communication, highlights challenges in traditional grammar-focused contexts, and suggests effective strategies such as interactive tasks, scaffolding, and learner-centered activities. The study emphasizes that communicative meaning-making enhances learners’ fluency, confidence, and ability to use language in real-life situations. Learner responses show generally positive attitudes, although successful outcomes depend on appropriate task design and teacher support.