The การพัฒนารูปแบบการสอนภาษาอังกฤษเพื่อการสื่อสารตามกรอบวัดมาตรฐานความสามารถทางภาษา (CEFR) โดยการจัดการเรียนรู้ตามแนวการสอนภาษาเพื่อการสื่อสาร (CLT) สำหรับนักเรียนชั้นประถมศึกษาปีที่ 6 โรงเรียนเทศบาลเมืองอำนาจเจริญ (พุทธอุทยาน) The Development of a teaching model for communicative English according to The Common European Framework of Reference for Languages (CEFR) by learning management based on the approach to teaching language for communication (CLT) for Prathom Suksa 6 students at Muang Amnat Charoen Municipal School (Phuttha Uthayan)

Abstract

The objectives of this research were 1) to study the management of teaching English for communication purposes; for Prathomsuksa 6 students, 2) to develop a model for teaching English for communication according to the Framework for Language Proficiency (CEFR) by managing learning according to the teaching method for communicative language (CLT) for students. Grade 6 , 3) to try out the teaching style and 4) to evaluate the teaching style. The target groups were 32 students of Prathomsuksa 6, semester 2, Academic year 2021, Muang Amnat Charoen Municipality School (Buddha Uthayan) organized as an experimental group by teaching according to the developed model. and Prathom Suksa 6 students in the second semester of the Academic Year 2021, Municipal School 1, Wat Thep Mongkol, 32 people were organized into a normal teaching management control group, totaling 64 people. The research tools consisted of 1) a measurement test. English communication ability, 2) English communication competence assessment scale, and 3) students' attitudes toward teaching and learning activities using the English teaching model according to the measuring framework. Language Proficiency Standards (CEFR) by learning management based on the Communication Language Teaching (CLT) approach for Prathomsuksa 6 students. Data were analyzed by means of averaging. standard deviation T test and content analysis.

          The results showed that The Conditions of Teaching English for Grade 6 Students According to the Framework for Language Proficiency (CEFR) Level A1, Beginning Level for Grade 6 Students, There were 12 standards and learning management approaches according to teaching guidelines. Communicative Language (CLT) had 5 steps of organizing learning activities: 1) introduction to the lesson, 2) presentation, 3) practice, 4) language usage, and 5) conclusion. There were 6 components of teaching model development, namely 1) basic theoretical framework, 2) principles, 3) aims, 4) learning content, 5) learning process, and 6) measurement and evaluation. The suitability and feasibility of the teaching style by the experts were at the highest level. The average scores of the experimental group students' ability to communicate in English after the experiment were higher than those of the control group students who followed the normal teaching style, and the attitudes of the experimental group students after the experimental teaching style were higher than before with a statistically significant significance at the .01 level and the appropriateness assessment results Possibilities and usefulness of the teaching style overall and each aspect was at the highest level.