Abstract:
The study was designed to examine whether communicative grammar teaching is being
implemented in EFL grammar teaching or not. The main objective of the study, therefore, was to
find out the practices and challenges of implementing CLT in teaching grammar. Typically,
descriptive survey research design was used in the present study. Teachers and students of grade
10 were the target sample of the study. The sample of teachers consisted of 30 English teachers.
Whereas the sample of the students consisted of 135 students. In order to accomplish this
objective, the researcher gathered data using questionnaire, interview and observation.
Questionnaires were distributed to both teachers and students. Next, selected individuals from the
teachers groups were interviewed. Thirdly, classroom observation was also held for teachers. The
researcher underwent through this procedures based on the degree of importance of data
gathering tools. Both qualitative and quantitative methods were used to analyze the data. The
data gathered by each tool were organized and tabulated quantitatively but summarized
qualitatively. The key findings revealed that the current methodological practices of teaching
English grammar skills are still traditional teaching methods that stress the dominant role of
teachers, limit students’ interactions, focus on discrete skills, and encourage competitive rather
than cooperative grammar teaching and learning. Furthermore, the study explored a range of
challenges that English teachers and students face when they attempt to implement the CLT in
their grammar classroom. These challenges stem from the conceptual constraints, class level
constraints, societal-institutional constraints, individual and contextual levels of teachers
grammar teaching practice. In general, teachers and students do not practice the communicative
grammar approach as frequently as they should due to the insufficient background knowledge
they have on CLT. Therefore, it is mandatory to give in service or short term training so that
teachers and students use the CLT principles and practicing their roles in grammar will be
improved
