Abstract
The present study is an attempt to investigate the impediments that stand against implementing the communicative approach among high school students. The study focuses on 2ndyear baccalaureate students: their prospective year of graduation, taking two regions as case studies Taza and Taounante cities. This paper tends to tackle the approaches that English language teachers tend to apply, the reasons that prevent English language teachers from implementing the Communicative Language Approach (CLA) and the measures that can be applied to enable teachers so as to execute the CLA. The review of literature is inclusive and refers to English theories that first introduced the communicative approach to learning. The field work is conducted through distributing a representative number of questionnaires and interviews. Questionnaires were distributed for both second baccalaureate students and English teachers and conducted interviews with them. This research paper argues that overcrowded classes, time constraints, lack of appropriate materials and the students’ low level of English are the main reasons that make English teachers abstain from implementing the CLA. Additionally, based on the findings, the study argues that having limited number of students, maintaining in-service trainings for the teachers and the availability of appropriate materials are the measures that should be met to implement the communicative approach in teaching.
Highlights
Communicative approach to teaching is considered an effective method which helps teachers facilitate the teaching- learning process and equip students with communicative skills
As it is clearly indicated in the graph, 70, 6 % of teachers do not apply the communicative approach in teaching English language, they resort to other classical methods as a means to teach the target language and this is due to many reasons which will be mentioned in the following graph
3.1.1 Approaches students prefer to learn English language: After the students are asked about the ways their teachers use to motivate them and develop their communicative skills, 87,1% of them say that their teachers use the pair and group work techniques, the only possible way they resort to because the classrooms are not equipped with technological tools that smoothly facilitate the use of other techniques
Summary
Communicative approach to teaching is considered an effective method which helps teachers facilitate the teaching- learning process and equip students with communicative skills. Being aware of the lack of implementation of CLA in these regions, this study aims at investigating the reasons that prevent teachers of English from using it and poses alternative methods that they are more likely to use. The rationale behind the sample is to generate different views concerning the use of CLA inside the classroom and the causes that impede its implementation and to have a clear view from the perspective of the teachers and students as well so as to have a comprehensive understanding of the topic. Both quantitative and qualitative approaches are used in this study
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