Abstract:
The main purpose of this study was to assess the practice of vocabulary teaching through Communicative language teaching approach in 4 secondary schools English language classes in Ada woreda. In order to assess the practice of vocabulary teaching through CLT approach, descriptive survey design was employed. To collect the data, questionnaire, semi-structure interview and classroom observation were made. The selected schools were represented by 20 EFL teachers and 200 secondary school students. The results were analyzed using quantitative and qualitative methodologies. The findings of the study indicate that as EFL teachers stated, CLT approach is suitable to teach vocabulary using activities in the class room including; role play, dialogue, group work ,pair work and problem solving. However, during the implementation, majority of the teachers spent much of their time in presenting definitions and meanings of words from dictionary. This implies that teachers did not give much emphasis to communicative vocabulary teaching strategies and activities while teaching. They were also less concerned to the teaching of vocabulary through CLT approach as compared to other aspects of language teaching. In conclusion, the use of classroom instructions and activities that could encourage learners to use the language for communication was not widely used. As a result, students become less confident and interested to the lesson and did not actively participate in the teaching learning process. Based on the findings, it was recommended that during vocabulary teaching through CLT, EFL teachers should implement some of the communicative language teaching strategies, principles and related activities depending on the students’ grade level. Teachers should better change the theoretical knowledge into practice by using appropriate classroom activities and instruction
