Abstract:
This study was carried out to explore the practice of using communicative approach in teaching
vocabulary among Grade 9 English language teachers of 9 schools in Jimma Town and its
surrounding. In line with the major purpose, it also aimed at investigating teachers’ perception of
CLT principles, classroom vocabulary instruction and activities. Major obstacles that affected the
implementation of CLT during vocabulary instruction were also assessed. To this effect,
617(10%) sample students and 51 EFL teachers were chosen to fill out questionnaire. Two
teachers from two high schools were also selected for classroom observation. Frequencies and
percentages were employed in analyzing the quantitative data and qualitative description was used
to analyze the data collected via classroom observation. The findings of the study revealed that
the majority of teachers perceived that most of the CLT principles are appropriate to teach
vocabulary communicatively. However, in relation to classroom instruction of vocabulary, they
believed that they spend much of their time in presenting the meanings and forms of words. A
great deal remained to be done to change the principles into communicative activities to relate the
presentation of forms and meanings of separate words to classroom activities and authentic
contexts. As the obstacles to implement vocabulary lessons in CLT, it was found out that teachers
were highly depending on the lecture method. They also depend on dictionary definition of many
words at time for the sake of finalizing the portion. Finally, based on the findings, the researcher
recommended that creating meaningful learning opportunities through English club and English
day in the school and use of authentic writing and listening activities out of the school is very
important for learners. In addition, department heads and school administrators should follow up
teachers not only for the coverage of portions but also how better each skill are taught.
