THE IMPLEMENTATION OF COMMUNICATIVE GRAMMAR PRACTICE IN EFL CLASS: THE CASE OF CHERCHER SECONDARY SCHOOL

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.