Abstract
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.
Highlights
Communicative Approach (CA) has been discussed by different scholars like Widdowson (1978), Richards and Schmidt (2002) and Littlewood (2013) as the best method for teaching English language to the students
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
Study Findings 4.1 CA Strategies Used in Teaching English Language Teachers and students through interviews and questionnaires respectively indicated that there are a number of CA strategies that are used in teaching English language in classrooms
Summary
Communicative Approach (CA) has been discussed by different scholars like Widdowson (1978), Richards and Schmidt (2002) and Littlewood (2013) as the best method for teaching English language to the students. The introduction of CA in Malawian secondary schools aimed at helping students to be competent in English. CA has been introduced in secondary schools, students in most cases are not given enough time to use the language in classrooms since teachers put much emphasis on teaching grammar rather than using various CA strategies in classrooms that would help students to be competent in reading, writing and speaking. Since the effective use of CA strategies help students to have confidence in speaking, writing and reading English language, the language skills obtained through such strategies make students to comfortably communicate with different people at school, at home or in the working places before and after the completion of their studies in secondary schools. The study further aimed at examining challenges the teachers and students face in using CA strategies
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