Abstract

The teaching article attempts to highlight the significance of introducing a class-centred approach (henceforth CCA) to L2 teaching in the Palestinian context. Additionally, it aims to pinpoint that experienced teachers can make their teaching strategies more motivating and more communicative, through intertwining their learners' pedagogical and social demands. It is centered on the EFL teachers' everyday behaviours in a language classroom. It tries to precisely give an explanation and a definition of the concept of (CCA) and its implication in classroom language learning  In addition, the article investigates the theoretical framework that underlie the CCA to teaching. In order to provide an overview of the present teaching preferences in L2 classroom conducted by EFL teachers at home, a questionnaire has been distributed to a sample population of EFL teachers from a Palestinian university. Meanwhile, the article tries to justify the need and the appropriateness of CCA to language teaching, with special focus on the Palestinian context. Alongside discussing and analyzing the questionnaire results, the article also makes use of major findings reached by many studies in this respect. Ultimately, it concludes discussion by confirming that language teachers' success in meeting and intertwining the learners' socio-pedagogic needs help EFL teachers cultivate and create a non-threatening classroom environment in which learners interact readily in the target language.

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