Abstract:
The main aim of this study was to assess teachers‟ perceptions of communicative language
teaching principles and their classroom practices in teaching grammar in Seka secondary
schools in seka woreda. To conduct the study, a descriptive survey design was employed. The
total populations of the study were 30English teachers of four secondary schools in seka woreda.
According to this the sample of the study was taken by using comprehensive sampling method. In
order to gather data from the subjects of the study, questionnaires and classroom observation
were used. The study was complemented by mixed method approach that employed both
quantitative and qualitative data collection tools such as questionnaires, observation checklists
and interviews. The quantitative data was analyzed using frequency, percentage, mean and
standard deviation. The qualitative was analyzed thematically. Accordingly, the data gathered
through the questionnaires were analyzed with the descriptive statics. Finally, the overall
findings of this study showed the majority of teachers (71%) under study had high levels
perception of CGT. However, the study conversely revealed that there is a clear mismatched
between what the teachers perceive about CGT and what they actually practice in EFL context.
Thus, teachers had problems to implement principles of CGT in their English classroom
practically due to lack of teachers‟ planning, large classroom size, lack of students „interest and
their poor communicative language skills, students mother tongue interference and their culture.
Based on the findings, recommendations were made for effective implementation and techniques
of communicative grammar teaching in their classroom. In addition, the researcher
recommended that teaching grammar by creating meaningful learning through real life situation
in context and using communicative activities.
