Abstract:
The general objective of the study was to assess the challenges and opportunities of teaching
communicative grammar of grade nine. Descriptive survey design was used in this study. Six English
language teachers from three sample schools and1072 grade nine students 268 populations out of1072
students in the academic year 2014 E.C participated in the study. The teachers were selected using
available sampling while the students were selected using a systematic sampling technique. To gather
data from the participants of the study, students questionnaire , teachers interview and classroom
observation were used .The data gathered through students questionnaire were analyzed quantitatively
using percentage and the data gathered through teachers interview and observation were analyzed
qualitatively through description in words .The findings of the study indicated that the dominance of
grammar translation method , students reluctance in participating communicative grammar activities,
teachers focus on accuracy than fluency, students less exposure to communicative grammar, students
need of grammar in isolation, students highly rely on teacher and refuse to take part in role play,
problem solving, task based activities, songs, poems that communicative grammar teaching and
learning require, most teacher deductive method of communicative grammar teaching, lack of
authentic materials are the major finds of the study that challenge that implementation of
communicative grammar in the EFL classroom. Finally it is recommended the schools, English
departments,English teachers and grade nine students were responsible in the implementing
communicative grammar.
