Abstract:
The main aim of this study was to assess English language teachers’ perception and practice of
communicative grammar teaching in Gilgel Beles, CTE. To conduct the study, a descriptive
survey design was employed. The total populations of the study were only 30 college instructors
and 75 3rd year regular English language department students in the college. According to this,
the sample of the study was taken by using purposive sampling method. In order to gather data
from the subjects of the study, questionnaires, observation and interview were used. In addition
to these, the classes were also observed using observation checklist for the seek of checking class
room practice. The interview questions were prepared to get detailed information from the
instructors and to cross- check the data gathered by other tools. Accordingly, the data gathered
through the questionnaires were analyzed with the descriptive statistics whereas the interview
data were analyzed qualitatively. Finally, the overall findings of this study showed that the
majority of teachers (71%) and 74.6% of learners under the study had high levels perception of
CGT respectively. However, the study conversely revealed that there is a clear mismatched
between what teachers and learners perceive about CGT and what they actually practice in EFL
context. Thus, teachers have some problems to implement it in their English class room
practically due to, lack of teachers’ planning, large class room size, teachers’ resistance, lack of
student’s interest and their poor communicative language skills, students’ mother tongue
language interference and their culture. Based on the findings, recommendations were made to
the teachers to apply the principles and techniques of communicative grammar teaching in their
class room in the college and also for other concerning and interesting bodies too.
