Suitability of Communicative Approach in Teaching English Language in Tanzania Secondary Schools

2016 ◽  
Vol 05 (02) ◽  
Author(s):  
Eliakimu Sane ◽  
Rafiki Y Sebonde
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Teaching English ◽  
Communicative Approach

scholarly journals Communicative Approach Strategies for English Language Teaching

2021 ◽  
Vol 5 (2) ◽  
pp. p1
Author(s):  
Miriam M. ZIMBA ◽  
Eustard R. TIBATEGEZA
Keyword(s):  
Secondary Schools ◽  
Students With Disabilities ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Ministry Of Education ◽  
Teaching English ◽  
Teachers And Students ◽  
Communicative Approach ◽  
The Government

This paper focuses on Communicative Approach strategies used by teachers in teaching English in secondary schools, and the challenges teachers and students face in using such strategies in classes. Data collection was done in four government secondary schools within Mzuzu City in Malawi. Data were collected by using questionnaires, interviews and classroom observations. Key findings reveal that most teachers frequently use communicative approach strategies in teaching English language such as pairing, debates, group discussions, filling in gaps, and dramatization. The study indicates that even though communicative approach strategies are used in classrooms, there are some challenges which hinder the implementation, namely inadequate time to engage students in class, inadequate teaching and learning resources, failure to assist students with disabilities, and overcrowded classrooms. The paper recommends that the government of Malawi through the Ministry of Education should work on the challenge of overcrowded classes and provide enough teaching and learning materials in schools in order to implement communicative approach strategies effectively.

scholarly journals Relationship between Teachers’ Competency Level in Teaching English Language and Students’ English Language Proficiency in Secondary Schools in Rwanda

2021 ◽  
Vol 4 (7) ◽  
pp. 104-122
Author(s):  
Girimbabazi Serge ◽  
◽  
Mrs Adegoke Oyebimpe ◽  
Dr. Hesbon Opiyo Andala ◽  
◽  
...  
Keyword(s):  
Secondary Schools ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
English Language Proficiency ◽  
Language Teachers ◽  
Teaching English ◽  
Proficiency Level ◽  
English Language Teachers

The improvement of students’ English proficiency depends on the level of teaching English language and the competency of teachers in teaching career. The purpose of this study therefore, was to investigate the relationship between teachers’ competency in English language and students’ English language proficiency within secondary schools of Karongi in Rwanda. The study adopted correlation research design research design. Data collection tools were questionnaire and interview guide. The target population was 1794 people comprised of 1560 students, 14 Sector Education Officers, 20 Head Teachers, 200 teachers. A simple random sampling and purposive sampling techniques were used to get a sample size of 395 respondents. The study findings revealed that majority of the students with a total of 290 (91.2%) agreed that in their school, teachers are not competent enough in English language. Moreover, almost 292 (91.8%) of the respondents agreed that in their school, students English reading, writing, listening and speaking proficiency level is low and 70 (90.9%) of key informants agreed that both in public and private secondary schools of Karongi District, students’ English language proficiency level in reading, writing, speaking and listening is low. The correlation results showed the association between between teachers’ inability to teach in English, teachers’ inability to read classroom interactions in English language, teachers’ incompetency in English language, teachers’ inability to express themselves in English language as well as teachers’ inability to develop English language educational materials) and dependent variables (students’ reading, writing, speaking and listening English language proficiency and students’ English language proficiency (reading, writing, speaking and listening English proficiency) is positive. The study recommended the Ministry of Education through Rwanda Basic Education Board to avail enough English teaching and learning materials, including charts, textbooks and dictionaries which are adequate in enhancing English language proficiency mastery among students at an early age. All stakeholders of the education sector are recommended to support English teaching and learning activities in Rwanda, as it is the only and one shortcut for making Rwandans master the English language. Keywords: Teachers’ competency, English Language, English proficiency, Rwanda

scholarly journals CORRECTING MISTAKES IN TEACHING ENGLISH AS A SECOND LANGUAGE

2020 ◽  
Vol 1 (9(77)) ◽  
pp. 239-242
Author(s):  
Olena Verovkina ◽  
Iryna Vietrova
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
Teaching Process ◽  
English Language Acquisition ◽  
Communicative Approach

The article deals with the problem of finding out the most effective techniques and strategies of correcting students’ mistakes in the English language teaching process. The research is aimed at the analysis of the concept “mistake” and defining its role in teaching English. It is stated, that communicative approach views mistakes as an inevitable and necessary aspect in studying a second language. Three types of mistakes have been singled out: slips, errors and attempts. It has been found out, that errors are indicators of what should be taught. It is also defined, that the main reasons of making slips are hurrying and carelessness, attempts are caused by students’ desire of achieving the communicative goal, and only errors are viewed as gaps in students’ knowledge. There also have been found out the most productive strategies of correcting mistakes by teachers. Nonetheless, according to the observation, teachers do not use all types equally often, a large number of correction cases is taken by recasts and elicitation, accounting for over a half of all feedback. It is stated, that peer correction and self-correction are not widely used, though the last should be taken into consideration by teachers as the productive and efficient strategies for successful English language acquisition.

scholarly journals The Status, Roles and Challenges of Teaching English Language in Ethiopia Context: the case of Selected Primary and Secondary Schools in Hawassa University Technology Village Area

2015 ◽  
Vol 4 (2) ◽  
pp. 182 ◽  
Author(s):  
Mebratu Mulatu Bachore
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Language Proficiency ◽  
English Language ◽  
School Administrators ◽  
Teaching English ◽  
Contributing Factors ◽  
University Technology ◽  
The Status ◽  
Hawassa University

<p>The main objectives of the study was to determine the status, roles and challenges of teaching English Language in Ethiopia Context, particularly in Selected Primary and Secondary Schools in Hawassa University Technology Village Area. The participants were English language and natural science teachers, students and school administrators. From Each secondary school, two, ten and two teachers, students and school administrators were selected respectively through random sampling. As a whole, 14 teachers, 46 students and 14 school administrators involved in the study. The research instruments employed to collect data were the questionnaire and interview. According to the results of the study, there were serious English language proficiency problems in the English teachers, students and teachers of other subjects in the area. The problems ranged from their ability of English language to their view which they were sharing to their students regarding the language. Similarly, results showed that teachers of other subjects ignore the language needs of students in content courses whenever they want to rush to cover the syllabus. When the root of the problems was discovered, there are various contributing factors such as poor capacity building activities, unavailability of opportunities to use the language except the English class. Hence, English language and other subject teachers should understand the learners’ need of English language and the challenges the face, and employ different techniques and strategies to alleviate the problems.</p>

Availability and Utilization of Information and Communication Technology (ICT) Resources for English Language Teaching and Learning in Secondary Schools in Nsukka Urban: Implication for National Security.

2019 ◽  
pp. 210-217
Author(s):  
Nnamani A.P. ◽  
Ukoha E.O. ◽  
Nwachukwu V.N.
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Survey Design ◽  
Sampling Technique ◽  
English Language Teaching ◽  
Teaching English ◽  
Information And Communication ◽  
Research Questions ◽  
Descriptive Survey

The study examined the availability and utilization of ICT Resources for teaching English Language in secondary schools located in Nsukka urban of Enugu state, Nigeria. Two research questions and one hypothesis guided the study. The design of the study was descriptive survey design. Purposive sampling technique was used to select 9 teachers out 29 English teachers from the 9 public secondary schools in Nsukka urban. One English teacher each from the nine schools making it a total number of 9 teachers were used for the study. Checklist and questionnaires were used to collect data. These instruments were validated by three experts from university of Nigeria Nsukka. Percentages, mean and standard deviation and t-test were used to analyse the data collected. The findings of the study revealed that only 3 ICT resources were available for teaching English language in secondary schools. The study also revealed that the very few that were available were grossly underutilized. This implied that the teaching of English which is known for its capacity to douse linguistic tension in our multilingual Nigeria is not effectively and efficiently taught and learnt. Recommendations made include that government should make available ICT resources for the purposes of teaching English in secondary schools in Nsukka urban and that teachers should be exposed on how to use the ICT resources.

Using Arabic in Teaching English to Arabic-Speaking Learners (From Teachers’ and Students’ Point of View)

2020 ◽  
Vol 6 (1) ◽  
pp. 117
Author(s):  
Elawad Yagoub Ahmed
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Mother Tongue ◽  
Arabic Language ◽  
Point Of View ◽  
Male Students ◽  
Teaching English ◽  
Bilingual Dictionaries ◽  
Teachers And Students ◽  
Arabic Speaking

The aim of this study was to investigate and analyse teachers’ and students’ views towards using Arabic in teaching English in secondary schools in Oneizah Province, Saudi Arabia. The data were collected by means of two questionnaires: one for teachers and the other for students. The subjects were 43 teachers of English, 12 were female. 120 male students from four different secondary schools in Oneizah. The results of the study showed that Arabic language (The students’ mother tongue) could be used during English language lessons although teachers’ responses gave less support for using Arabic. Also, the results revealed that Arabic has positive roles to play in teaching English besides facilitating learning process. The recommendations emphasize and encourage teachers and supervisors to pay attention to their learners need in using their mother tongue. Moreover, Arabic language can be a means of facilitation not a hindrance so it can be used in many activities inside the classroom without affecting students’ exposure to English language. Also, there should be a place for learners’ mother tongue in the syllabus, e.g. in translation exercises and bilingual dictionaries.

scholarly journals Communicative approach as an English language teaching method: Van Atatürk Anatolian High School sample

2011 ◽  
Vol 1 (1) ◽  
pp. 39-49
Author(s):  
Emrullah Şeker ◽  
İlker Aydın
Keyword(s):  
High School ◽  
Secondary Schools ◽  
Language Learners ◽  
English Language ◽  
Teaching Method ◽  
English Language Teaching ◽  
English Teaching ◽  
Negative Results ◽  
12Th Grade ◽  
Communicative Approach

This study tries to find out how effective Communicative Approach is as a widely practiced English teaching method in Turkish Secondary Schools. The study covers the 10th, 11th and 12th grade students of Van Atatürk Anatolian High School. At the initial stage of the study, a sample level test was given in order to evaluate the available English level of the students. At the end of the study, it was found out that there was a discrepancy between the principal target benefits of Secondary Schools English Teaching Program, which is principally based on CLT and the results obtained. The majority of the language learners could only utter daily or structural expressions mostly studied beforehand or often practiced but could not reproduce those never experienced or those depending on creativity. Furthermore, the possible reasons for these negative results were discussed and questioned whether or how much they were associated with CLT. Finally, some suggestions were put forth in the light of other studies and views on this field. This study suggests that CLT is not efficient enough in achieving the language targets set for the second language (L2) learners in Van Atatürk Anatolian High School.

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