An evaluation of grammar exercise in grade nine Amharic language textbook based on communicative grammar principles

Abstract

The objective of this study was to assess whether the grammar exercises presented in the grade nine Amharic language textbook published by the Ethiopian Ministry of Education in 2004 are based on the principle of communicative grammar. The main data collection techniques employed were document analysis and interview. The document analysis was conducted based on the principles of communicative grammar exercises. For this purpose, 29 selected grammar exercises presented in the textbook were investigated. Additional data was collected from 14 Amharic teachers using interviews. The findings indicated that most of the grammar exercises presented in the grade nine Amharic textbook were not prepared based on the communicative grammar principles. The 75% of grammar exercises were not prepared in an integrated manner containing meaning and function of the language. In addition, 96% of grammar exercises did not focus on authenticity; 55% of grammar exercises were not focused on a student-centered approach; and 79% of grammar exercises were not focused on a process-oriented approach. If grammar exercises are prepared based on the principles of communicative grammar, it will help students to identify the rules, meaning, and function of the language. This will have a positive effect on students' collaborative learning and communication skills. Therefore, the researchers recommended that the textbook writers need to prepare the grammar exercises presented in the language textbook based on the communicative grammar principles.