Abstract:
The purpose of this study was to investigate the implementation of Communicative Grammar
Teaching in Chercher secondary school. To assess the factors that hold back the practical
application of this approach was also the primary target of the study. Questionnaire, interview
and classroom observation were used to gather the necessary data. By using purposive
sampling, 8 grade nine English teachers’ of the school were selected as sources of data. The
collected data were categorized and discussed quantitatively and qualitatively. The findings of
the study revealed that communicative grammar teaching was not properly implemented in the
proposed school due to various factors. It was found that most of the teachers usually focus on
teaching language structures using lecture method than focusing on the communicative methods.
The overall findings include: the students’ lack of opportunities to practice language items in
meaningful situations, the teachers’ reluctance to employ various techniques of teaching and
using different tasks as well as adapting the textbook based on the students’ background
knowledge and the students’ poor exposure, shortage of class time and the unmanageable class
sizes are identified as the major hindrances. Finally, as recommendations, teachers should
practice teaching grammar items in context (in an inductive method) and then they should teach
the rules directly (in a deductive method) when it is necessary.
