EFL Teachers Practice of Teaching Vocabulary through Communicative Approach: Grade Nine Teachers in Secondary Schools in JimmaTown and its Surrounding in focus, Ethiopia. Declaration

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.