THE IMPLEMENTATION OF COMMUNICATIVE GRAMMAR IN EFL CLASSES: GRADE 10 IN FOCUS AT THREE SELECTED HIGH SCHOOLS IN WOLAITA SODO TOWN

Abstract

This study was an attempt to investigate the implementation of communicative grammar in EFL classes: grade 10 in focus. In detail the study addressed the following research questions: 1) Do EFL teachers implement communicative grammar in EFL classes? 2) Do the techniques teachers use to teach grammar enable them to present the lesson communicatively? 3) Do EFL teachers use situations and contexts to create communicative activities to teach grammar structures in the context of language use in a real life natural situation? Descriptive survey approach is used to design this project. The subjects of this study were 164 randomly selected grade 10 students and 20 English teachers from three high schools in Wolaita Sodo town. Three main data collection tools were used to gather data from grade 10 English teachers and students from the sample schools. The questionnaires were distributed to the sample participant students and English teachers who have been teaching English in grade 10 in the year 2016/ 2017. In addition to this, seven English teachers were interviewed and also three grammar classes were observed in order to obtain the required data for the study. The data collected through different instruments were analyzed both quantitatively and qualitatively. On the basis of the findings of the study, it was revealed that communicative grammar teaching was not successfully implemented in EFL classes due to teachers failed to present grammar lessons in contextual, meaningful and purposeful manner and the grammar teaching technique was not designed to employ learners in the practical, authentic, and functional use of language for meaningful purposes. Based on this, conclusions and recommendations were made.