College Of Social Science And Humanityschool Of Post Graduate Study Departement Of English Language And Literature

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.