Assessing The Implementation Of Communicative Grammar Teaching Strategies: The Case Of Grade 11th At Awaro Secondary School

Abstract

The primary objectives of this study was to investigate how teachers implement the CLT strategies teaching grammar, how students respond to their teachers’ CLT strategies and the challenges that hider them from using CLT strategies this case. In the view of mixed research approach, the current study employed descriptive research design. Questionnaire, interview and classroom observation were used to gather the necessary data from 114 grade 11 students and from three English Language teacher of Awaro secondary school. Similarly, three different teachers were observed while they were teaching grammar classes to validate the data obtained through the aforementioned tools. Two types of questioner, structured and semi structured is used to gather adequate and depth information, which was hopped to dig up appropriate information from the respondents. Eventually, the study found that communicative grammar teaching is not being successfully implemented on account of some gaps. The overall findings include: the students’ lack of opportunities to practice language items in meaningful situations, the teachers’ unwillingness to employ various techniques of teaching and using different tasks as well as adapting the textbook based on the students’ background knowledge. Besides, the inadequacy of the textbook (both in content and distribution), the students’ poor exposure, shortage of class time and the unmanageable class sizes, inaccessibility of technological devices, lack of learner’s language proficiency are identified as the major hindrances. Finally, hoping that the study initiates others for further inquiry, some recommendations were made to settle the existing gaps