The Assessment of communicative Grammar Teaching in Grade 11: In Case of four Preparatory and Secondary Schools in Gedeío Zone.

Demelash Mersha Aferu (mershademmelash@gmail.com)
English, Haramaya University
October, 2013
 

Abstract

THE ASSESSMENT OF COMMUNICATIVE GRAMMAR TEACHING IN GRADE 11: THE CASE OF FOUR PREPARATORY AND SECONDARY SCHOOLS IN GEDEO ZONE.

ABSTRACT
The main objective of the study is to assess the communicative grammar teaching methods used by teachers in relation to the theory of communicative language teaching. Yirga Cheffe, Dilla, Cheleleketu and Gedeb Preparatory schools were selected as a study area. For this study, from the total population of 474 students 80 students and 4 teachers (from 4 schools) were taken as sample subjects. To select the subjects from students, systematic sampling technique was used. As to the teachers, all teachers who taught English in grade 11 were included in the study. To gather valuable information from the subjects, five instruments (observation, students questionnaire, teachers questionnaire, teachers interview and textbook evaluation) were used. The result of the study indicated that the teachers were teaching grammar deductively to explain the rules in the form of summary. The data also showed that the teachers werent frequently incorporating different grammar teaching techniques to contextualize the grammar lessons. It was also found that the teachers werent providing students with activities such as problem solving and information gap. In these schools, the de-contextualized and isolated nature of the tasks, lack of skill in some teachers, absence of workshop and training programs were found to be the major hindering factors in implementing communicative grammar teaching. As a result, based on the result of the study, it is concluded that the teachers teach grammar explicitly. Finally, some recommendations were forwarded based on the main findings of the study.