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Microsoft Word - Communicative Approach Thesis by Sabri Dafaalla Ahmed PDF
Microsoft Word - Communicative Approach Thesis by Sabri Dafaalla Ahmed PDF
Microsoft Word - Communicative Approach Thesis by Sabri Dafaalla Ahmed PDF
Faculty of Education
College of Postgraduate Studies English Language Department
Title:
Developing Students Speaking Skill
Through Communicative Language Teaching at Basic
Level Schools
(Teachers Perceptions & Difficulties in Implementing CLT)
Submitted by:
Sabri Dafaalla Ahmed Hamid
Supervised by:
Dr. Kirya Ahmed Mohammed Nasr
2016
Dedication
TO my parents, the source of endless love and encouragement.
To my beloved well understanding wife the most important person in my life
and who patiently took care of my most urgent needs. She provided me with
love and relaxation.
To every faithful teacher who works hard for the prosperity of this world.
Acknowledgements
After my thanks to Allah, the almighty, for granting me the energy and
power to continue my efforts to prepare this work.
I would like to thank some people for their cooperation in
accomplishing my research successfully.
First of all, I would like to express my heartfelt gratitude to my supervisor
Dr. Kirya Ahmed Mohammed Nasr, Head of English Language Department.
Open University of Sudan, for his guidance and invaluable advice, thoughtful,
comments and very useful suggestions.
I was very lucky to learn a lot from him.
I would like to express my thankfulness to those from my family who
deserve appreciation and gratefulness are my parents, and my beloved wife,
Manal, without whose sacrifice and emotional support the completion of my
Masters programme would have been difficult.
Finally I would like to thank all my faithful friends who helped, encouraged
and motivated me to continue this research.
Abstract
The study aimed to measure the attitudes of Nyala Locality Basic Level EFL
teachers towards the communicative language teaching on developing students
speaking skills, and the difficulties faced teachers on implementing (CLT).The
researcher adopted the descriptive analytical approach.
The population of the study was (88) Basic level schools teachers in Nyala
Locality, they were distributed among three administered units (Central, Southern
and Eastern).The sample was chosen randomly (56) teachers.
The researcher designed a questionnaire to measure the attitudes of teachers
towards developing students speaking skills through communicative language
teaching, and difficulties in implementing (CLT) at Basic Level schools in Nyala
Locality. The questionnaire was developed to the purpose of the study .It included
(21) items distributed into two sections. The validity of the measurement was
referred by specialists, and Pearsons correlation coefficient, the reliability was
measured by cronbachs alpha coefficient. The questionnaire was applied on the
teachers in the first term in academic year (2016-2017) the data were statistically
analyzed using the appropriate statistical methods
The findings of this study show that, the teachers attitudes towards the
Communicative language teaching are positive and there are some difficulties face
them in implementing (CLT) to develop the students speaking skills.
Then the study ends by recommendations related to the different views given by
the English language teachers at Basic Level schools in Nyala Locality. In addition
to that, there are suggestions for further studies in the same field.
Table of Contents
i
ii
iii
iv
v
Dedication
Acknowledgements
Abstract
Table of Contents
List of Tables
Chapter One: Introduction
1.0.Background of the Study
1.1.Statement of the Problem
1.2.Objectives of the Study
1.3.Questions of the Study
1.4.Hypotheses of the Study
1.5.Significance of the Study
1.6.Methodology of the Study
1.7.Data collecting Tools
1.8.Limits of the Study
1.9. List of terms and Abbreviations
1.10.Summary
Chapter Two: Literature Review and Previous Studies
2
3
4
4
5
5
5
6
6
7
8
2.0.Introduction
2.1.Methods of English Language Teaching before
communicative Approach
2.2.The Grammar Translation Method
2.3.The Direct Method
2.4.The Audio Lingual Method
2.5.Total Physical Response
2.6.Suggestoppedia
2.7.The Silent Way
2.2.Communicative Language Teaching
2.2.1.History of CLT
2.2.2.Definition of CLT
2.2.3Communicative Competence
2.2.4.Characteristics and Principles of CLT
2.2.5.The Communicative Classroom
2.2.6.Teacher and Student
2.2.7.Communicative Activities for Speaking
10
10
10
11
13
13
14
14
15
15
16
16
18
19
21
22
24
24
25
25
25
26
26
27
27
3.0.Introduction
3.1.Research Design
3.2. Population of the Study
3.3.Instruments of the Study
3.3.1.Questionnaire
3.3.2.Validation of the Instrument
3.3.3.Questionnaire Reliability
Summary
41
41
42
42
42
43
44
48
27
31
37
50
50
50
51
51
53
59
59
60
60
61
62
64
64
64
65
67
List of Appendices
No
1
Appendix
Appendixes(A)
Validation of the Research Tool
Appendixes(B)
Teachers Questionnaire
Page
71
74
List of Figures
No
1
2
Table
(3.1)
(3.2)
(3.3)
topic
Descriptive Analysis for the first Section
Descriptive Analysis for the second Section
List of Tables
Topic
Sections of the Questionnaire.
Correlation Coefficient of each question of the first
section about teachers perceptions about
Communicative Language teaching
Correlation Coefficient of each question of the
second section about difficulties and challenges in
Page
52
54
Page
43
44-45
46
47
(4.1)
51-52
(4.2)
(4.3)
(4.4)
55-56
57-58
53
CHPTER ONE
INTODUCTION
Chapter One
Introduction
these
methods,
Communicative
Language
Teaching
(CLT)
or
Communicative Approach (CA), which was introduced at the beginning of the year
1970 by British and American scholars to promote the teaching of usable
communicative skill in (L2) instruction? The communicative activities have been
considered as one of the most accepted trends in the field of foreign and second
language teaching (CAS), which was presented in 1970s. Nunan (1989:10) stated
that "Learners must not learn only make grammatically correct, propositional
statement about the experiential world, but must also develop the ability to use
language to get things done. Chio (1999:4) points out that "In second and foreign
language learning, developing students' communicative competence in the target
language is one of most significant goals of language professionals".
So the main aim of the communicative activities is to enable learners to
communicate in the target language fluently.
Students at basic level in the Sudan spend four years in learning English, and
they can't speak it fluently. This comes as the result of the teachers' dominance of
the class where the learner is only a silent listener. The communicative activities
break this barrier.
To sum up, the communicative activities can be set as candidate for helping
foreign language learners develop their ability to speak the target language
fluently. Therefore, this study aims at measuring the impact of communicative
activities on the communicative abilities of some Sudanese basic level schools.
1.1 Statement of the Problem:
Speaking in Sudan, and specifically, at the basic level schools is a
problematic one.
response of simple question. They always prefer to express their ideas in Arabic.
Foreign language teaching in Sudan has been long dated and traditional
methods continue to be used. The methods used in teaching English language in
Sudanese schools have failed to motivate students and investigate their
involvement in class activities. The four skills are instructed according to some
principles of Audio lingual activities and directed method. A little effort is made
to help the basic level school students to speak English language because of the
progressive use of traditional activities.
Difficulties:
Theoretically, Roseburg (1995) in Alrawashdeh (2015) defines difficulties, as it
always has to do with dissatisfaction about a certain solution. Operationally;
difficulties are challenges and obstacles that teachers of English encounter while
teaching speaking through Communicative Language Teaching.
1.10.2 List of Abbreviations:
CLT: Communicative Language Teaching.
Target Language.
CHAPTER TWO
LITERATURE REVIEW AND PREVIOUS STUDIES
Chapter Two
Literature Review and Previous Studies
2.0. Introduction:
This chapter presents a review to the relevant literature of English language
teaching and gives information regarding (ELT) in Sudan, past and present.
2.1. Methods of English Language teaching before Communicative Approach:
According to (Thamarana, 2015) in the history of language teaching,
certain
methods
such
as,
Audio-lingual,
Grammar
Translation,
Suggestopedia and Total Physical Response have come into view. All
these methods have been widely and extensively discussed and evaluated
by researchers and scholars. Each of them has their own focus, weak
points as well as strong points and they are based on a theory. In other
words, methods are developed based on theories such as behaviorism,
structuralism, constructivism and universal grammar.
These methods have been considered as a basic beam of teaching of teaching
English language, but they were failed to produce speakers to speak language as
native speakers do.
methods.
2.1.1. The Grammar Translation Method (GTM):
The grammar translation is called old method of teaching. It has different
names, but it has been used by language teachers for long time. It was called
classical method as it was first used in the teaching of the classical languages,
Latin and Greek. It originated from the practice widely studied foreign language
with L. Sauveur, who argued that a foreign language could be taught without
translation or the use of the learners native language if meaning was conveyed
directly through demonstration and action.
introduced it in France and Germany at the turn of the century and it became
widely known in the United State through its use by Sauveur and Mafimilion
Berlrtz in successful enjoyed considerable popularity through the end of the
nineteenth century and well into the twentieth. It was most widely accepted in
private language schools where students were highly motivated and where native
speaking teachers could be employed. (Richard and Rodgers, 1999) cited that the
Direct Method received strong criticism in that it required teachers speak with
native like. Because the success of this method depends on the competence of the
teachers, students will not have a good opportunity to develop their language skills
unless this native like proficiency is obtained by the teachers.
According to Richard and Rodger (1999) the main principles of the direct
method are summarized as follows:
Classroom instruction was conducted exclusively in the target language.
Only everyday vocabulary and sentences were taught.
Oral communication skills were built up in carefully traded progression,
organized around question and answer exchanges between teachers and
students in small intensive classes.
Grammar was taught inductively.
New teaching points were taught modeling and practice.
Concrete vocabulary was taught through demonstration objects and pictures,
abstract vocabulary was taught by association of ideas.
Both speech and listening comprehension.
Concrete pronunciation and grammar emphasized.
2.1.5. Suggestopedia:
Suggestopedia is a method of teaching that was produced by the Bulgarian
psychologist education Geori Lozanov.
This method emphasizes that: The human brain could process great
quantities of material if given right condition for learning, among which are a state
of relaxation and giving over the control to the teacher. (Brown, 2000:27).
Foreign learners; as Lozanov suggests, could learn better if they are given
the right atmosphere, such as the decoration, furniture and arrangement of the
classroom. The use of music and yoga exercise, the meditative relaxation. All
these features influence students to achieve better. (Richard and Rodgers, 1999:
142).
2.1.6. The Silent Way:
The silent way method was established by Caled Gattegno. This method is
quite similar to suggestopedia.
business, travel and technology, EFL learners now need to use English for
communication purpose. The traditional approaches no longer serve the needs of
(EFL) learners.
2.2.2. Definition of CLT:
Different linguists and educators define (CLT) in different ways. Some of
the definitions are mentioned here. According to Wikipedia, the free encyclopedia,
Communicative language teaching (CLT) is an approach to the teaching of second
and foreign language that emphasizes communication or interaction as both the
means and the ultimate goal of learning a language. It is also preferred to a
communicative approach to the teaching of foreign languages or simply the
communicative approach communicative language teaching is best considered
on approach rather than a method. It refers to a diverse set of principles that reflect
a communicative view of language and language learning and that can be used to
support a wide variety of classroom procedures (Richard and Rodgers, 1999).
Communicative language teaching involves being able to use language
appropriately in a given social context. According to William Little Wood (2002),
Communicative language teaching means systematic attention to functional as well
as structural aspect of language, combining these into more fully communicative
views. Communicative language teaching means that the emphasis is on language
in use rather than language as structure. It concentrates largely on the spoken form
of English. Even though spoken is an important part, reading, writing and listening
skills are also focused on. Language is based on real life situation. Hence, the
communicative competence is the objective than linguistic competence.
2.2.3. Communicative Competence:
Many experts have defined the term communicative competence,
(Bachrudin, 2001: 3) explained that, they generally agree that it means the ability
to use a language for communicative purposes. According to (Chang, M. 2011, p.
3) the concept of communicative competence was proposed by Hymes, who
claimed that the study of human language should place humans in a social world.
The definitions of communicative competence is what a speaker needs to know
in order to communicate in speech community (Hymes, 1972 in (Chang, M. 201 p.
3). According to (Sreehari, P. 2012). Communicative competence was developed
in the early 1980s by Canale and Swain. (Canale, 1983) in (Sreehari, p. 2012)
stated that, communicative competence refers to the underlying systems of
knowledge and skill required for communication Canale and Swain (1980, p4) in
(Ibid, 2012) defined communicative competence in terms of four components:
i.
ii.
iii.
iv.
Knowing how to use the language for arrange of different purpose and
functions.
ii.
iii.
iv.
ii.
iii.
iv.
Appropriateness: Language use reflects the situations of its use and must be
appropriate to that situation depending on the sitting, the roles of the
participants, and the purpose of the communication, for example: learners
may need to use formals as well as casual styles of speaking.
Message focus: Learners need to be able to create and understand messages.
Hence the focus on information sharing and information transfer in (CLM)
activities.
Psycholinguistic processing: (CLM) activities seek to engage learners in the
use of cognitive and other processes that are important factors in second
language acquisition.
Risk taking: Learners are encouraged to make guesses and learn from their
errors by going beyond what they have been taught; they are encouraged to
employ a variety of communication strategies.
Free practice:
ii.
iii.
iv.
Harmer
mentioned that some physical conditions which had a great influence on learning
English and on shaping ones blackboard, the lock of sensibly chosen chairs,
would allow students to move in the class easily. On the other hand, Harmer
insisted on the role of the teacher in creating the motivating classroom through
using poster, magazines, caring about students needs by encouraging their work.
The method the teacher uses in his class is an important factor that influences ones
attitudes positively or negatively.
The communicative classrooms make use of authentic materials. The use of
authentic materials serves as a chief aid to create an authentic context in which
learners can develop their communicative competence. Materials that give learners
a feel of using real life language are called authentic materials.
According to Nunan (1989, p. 54) A rule of thumb for authentic material is
any material which has not been specifically produced for the purpose of language
teaching. The main idea of using them in the classroom is to familiarize the
learners with the language needed in real life. Authentic materials can include
audio, audio-visual and printed materials.
materials keeping in view the needs and interest language learning goals, cultural
appropriateness and level of language of the specific group of learners.
The use of authentic materials marks an important characteristic of (CLT).
Richards (2006) pointed out authentic materials provide cultural information
about the target language; provide exposure to real language and relate more
closely to learners needs (p. 22).
Larsen Freeman (2004) further emphasized the use of authentic materials by
claiming that, they create for learners an opportunity to develop strategies for
dealing with language as it is actually used by native speakers p. 62)
activities include conversation and discussion sessions, use of dialogues and role
plays.
According to Finocchiro and Brumfit, (1983, 141-2) in Sanna, (2013, 21).
Students should be encouraged to work with each other as well as with their
teacher specific task to develop their speaking skills which are listed below:
1- Responding to directions or questions given by the teacher or other students.
2- Giving directions for other students.
3- Preparing original sentences with communicative expressions, structures or
notions which have been presented.
4- Answering questions asked by other students about any close or out of class
experience.
5- Asking the teacher of other students questions about reading or common
experience
6- Describing objects from a picture or a chart.
7- Using their own words to tell or retell a well known story or experience.
8- Reporting a prepared topic and be ready to answer questions on it.
9- Improving realistic conversation about a class shop, a library or other
appropriate resources.
10- Taking a role in communicative language game.
11- Participating in some oral group activities, such as a debate, a discussion, a
forum, based on research where students are forced to listen attentively to the
previous speaker in order to agree, disagree, express, uncertainty or add other
relevant information.
12- Giving a report in the (TL) about newspaper article written in the native
language.
The following activity types underlie the specific tasks listed above:
2.2.7.1. Information Gap Activities:
The concept of information gap is an important aspect of communication in
a (CLT) classroom. This essentially is based on the fact that in their everyday lives
people generally communicate in order to get information they do not possess.
This is referred to as information gap. If students can be involved in information
gap activities in order to exchange unknown information in language classrooms,
more authentic communication is likely to occur in the classroom. By doing so,
they will draw available vocabulary, grammar, and communication strategies to
complete task.
unconscious learning and practicing of knowledge occur which erase out the fears
learner have for speaking in the class, (Johnson and Morrow, 1981) in Ozsevik,
2010).
2.2.7.4. Story Telling:
Learners can summarize a story or a tale they heard from somebody
beforehand, or they may create their own stores to tell their classmate. Story telling
fosters creative thinking. It also helps learners to express ideas in format of
beginning, development and ending, including the characters and setting of a story
(Robert Langs, 1989: 41) in (Omer M. 2014: 26).
2.2.7.5. Group work:
Group work is a form of cooperative learning. It helps in the development
of communicative ability and it provides learners with a total freedom to express
ideas, knowledge where the learners correct each other mistake because they
engage in a debate with their friends teachers can provide learners different roles
and responsibilities to motivate them to work in groups in order to promote their
confidence and develop their different skills (Baker and Westrup, 2000: 135) in
(SannaS. 2013: 23). Brown defines a group work as a generic term covering a
multiplicity of techniques in which two of more students are assigned a task that
involves collaboration and self-initiated language. Nunan (1989: 84) argues that:
group work is essential to any classroom that is based on principles of experiential
learning. Through group work, learners develop their ability to communicate
through tasks that require them, within the classroom, to approximate the kinds of
things they will need to be able to do to communicate in the world beyond the
classroom.
English the course emerged after long discussion between Ministry of Education
officials, Longman publishers, expatriate authors and some serving secondary
schools teachers.
The (NILE) course was for both intermediate and secondary schools, the
teachers used direct and audio-lingual methods. The (NILE) course considered as
an important syllabus which paved abroad to pre-communicative approach,
because (NILE) course adopted the idea of story line presented through practically
communicative situations. It applied the revision techniques with several exercises
and activities, through pair work and group work (Sandell, 1982: 121).
(Hamad, M. 2105: 143) reported that, in 1989 not only was the English
curriculum changed, but also the education ladder, to be 11years (8 years basic
level + 3 years secondary level) instead of 12 years (6 years basic level, 3
intermediate level + 3 years secondary level).Again in 1992 (SPINE) series (Sudan
Practical Integrated National English) were introduced and English language
started to be taught from the 5th. Grade at basic school instead of the first year
intermediate level.
The (SPINE) series has substituted the (NILE) course for the Sudan. It has
been prepared by Sudanese experts helped by English native speakers who
supported in the designing and editing. This syllabus contains on six text books,
three for basic level and the other for secondary level.
It focuses on teaching the four skills with special emphasis on reading and
writing.
approach, but practically many teachers still use the traditional Grammar
Translation Method (GTM).
teachers of English language. There are a lot of factors that hinder using the
Forty (40)
teachers and (105) pupils participated in this study. Four instruments were used
for data collection: two questionnaires for teachers and pupils, classroom
observations, and text book analysis. The findings of this showed that pupils are
not able to express themselves in English due to the poor and inadequate speaking
activities presented in the text books, investigated, in addition to the lack of
authentic materials in teaching speaking, large classes and little emphasis are given
go teaching speaking. The study recommended that there is a need for further
modification of speaking activities in (SPINE) and incorporation of authentic
materials, particularly materials for developing speaking skill. The researcher has
included the previous study because it is relevant to the current study in the
speaking topic.
selecting two groups of (41 students) randomly experimental group (21 students)
and control group (20 students) from Khartoum secondary school for boys. The
study used the quantitative method.
After the statistical analysis of the pre-post tests for both groups, the study
revealed that: Third secondary students are weak in listening and speaking.
Communicative activities had impacted positively on teaching the listening and
speaking skills. There are statistical differences on the standards of the listening
and speaking skills for the students who are instructed according to the traditional
one. Then the study recommends that: Traditional activities should be replaced by
the communicative.
conducted on two randomly selected classes were designed as the sample of the
study: an experimental group consisted of (37) students and a control group
consisted of (41) students. Various communicative activities were used with the
experimental group, while the control group was exposed on the experiment to
ensure to the traditional method. A pre-test was administered to both groups at the
beginning of the experiment to ensure that they had the same language
background. At the end of the experiment, a post test was assigned to both groups
to determine whether the communicative approach had positively affected the
students listening and speaking abilities. The findings of the study revealed that:
(1) The (CA) had a positive effect on the students listening and speaking skills;
(2) The experimental group obtained somewhat higher scores in the post test than
the pre-test and the pre-test, making the differences between the pre-test and the
post test scores statistically significant; (3) The difference between the pre-test and
the post test for the control group was not statistically significant; and (4) The
experimental students, as shown by a statistically significant differences between
the mean score of the both groups in the post test in favor of the experimental
students. In light of these results, the researcher recommended, a shift should be
made from non-communicative to communicative (ELT) and students should be
encouraged to speak the target language with their colleagues. The researcher
benefited from the previous study in writing the theoretical framework related to
the methods of teaching the speaking skill.
observation card. Through the (first tool) the researcher elicited the difficulties
from these UNRAW experts. These difficulties were classified under six scopes
from the observation card (second card) which was used to observe 24 male and
female UNRAW ninth grade teachers from all areas of Gaza strip.
Results
indicated that there is a general weakness in the level of all roles. Teachers
performance of their roles is considered weak due to their insufficient acquaintance
knowledge of the nature of these roles in light of communicative approach.
Results showed that there were no differences between male and female
teachers in performing their roles and no differences due to the age of the teachers.
However, there were statistically significant differences between morning shift
teachers and after noon shift teachers in favor of morning shift teachers in two
scopes evaluator and advisor.
Regarding experience, teachers from (1 to 7) years of experience and those
from (14 to 20) years of experience revealed better performance than teachers from
(7 to 14) years of experience, while there were no statistically significant
differences between teachers from (1 to 7) and those from (14 to 20).
This study has little to do with the current study. However, the researcher
has decided to include it for theoretical importance that helped the researcher to
organize the ideas related to the method of teaching English.
Thus, the
eventual form of the pedagogical practice would appear to involve the teachers
ability to either filter the method to make it culturally appropriate or redefined the
teacher student relationship in keeping with the potential to overcome the
cultural barriers it alone will not ensure the success of the communicative
approach. The texts and, more importantly, the examination system must share the
same communicative goals.
instructors seem to face is the students reactions and attitudes, specifically during
pair and small group work. Hindrances that are discussed include the students
lack of confidence in their speaking ability, the students embarrassment and the
inability of students to express their opinions, to ask questions and to be innovative
during conversation practice, and to be has included this study to help in designing
the tasks for the current study.
collection, including questionnaire, an observation instrument and a semistructured interview were used to gauge teachers attitudes, assessing the extent to
which attitudes are reflected in their classroom behavior, and eliciting teachers,
verbalization of how they conceive of their professional task. The findings show
that the effective implementation of the communicative approach was initially
dependent on teachers positive attitudes towards this approach in the five
categories by this study. The previous study has helped the researcher in writing
the theoretical framework that is related to the speaking skill.
2.5. Summary of the Previous Studies:
The above are particularly interesting because they give some indication of
the possibility of the impact of the communicative approach on the students overall
performance in English as a second language or foreign language. However, some
of them emphasized that the implementation of the communicative activities in the
school may face some difficulties whereas, another empirical study have shown its
effectiveness in promoting students communicative competence. Therefore, this
study attempt to implement the communicative activities, taking into account the
need for controlling the reported hindrances, such control would focus on time,
place text books and students. The researcher believe that, simplified authentic
and short activities could be used to accord with the forty minutes period and limit
place could be managed before instruction be given to students for daily smooth
arrangement of groups. Supplementary materials would be used to enhance the
text book.
So, this study aims to provide such empirical evidence, specially, the skill of
speaking.
To sum up, many previous studies have reported factors, which might
impede effective implementation of the communicative activities.
The result of the study will inspire Sudan Ministry of Education to facilitate
this process for EGL teachers in Sudanese basic level schools.
Summary:
To conclude this chapter, we have tried to provide a deep sight about
communicative language teaching approach , which was introduced in 1970s as a
reaction against the traditional approaches in that time. The main goal of (CLT) is
to improve students communicative competence, Theorists believe that second
language learners need more than learning a set of grammatical rules, they need to
communicate with language fluently. To achieve this goal they have set different
principles to be implemented in the classrooms. Moreover; they focus on the
affective side of the learners without a complete denies to cognitive ones, and they
focus on the importance of communicative activities; such as role plays,
conversations, guessing games in order to create a good atmosphere where learns
can interact and communicate freely without feeling of inhibition or shyness, all
this can be achieved by teachers role as facilitator and a guide to help students to
achieve their goal in their learning process.
chapter THREE
RESEARCH METHODOLOGY
Chapter Three
Research Methodology
3.0. Introduction:
This chapter presents the methodology that has been used in this research.
The aim is to determine the teachers attitudes towards developing the students
speaking skills through communicative language teaching and the difficulties that
face the implementing of it .This chapter presents the population of the study , the
sample , the instrument of the study , as well as its validity and reliability
procedures .
3.1. Research Design:
The study was a descriptive one and was conducted to determine whether the
attitudes of English language teachers at basic level schools at Nyala Locality
towards developing the students speaking skills through Communicative Language
Teaching was positive or negative and what are the difficulties on implementing(
CLT). These attitudes were measured by a questionnaire that was designed by the
researcher after reviewing some relevant questionnaires.
The researcher followed the following steps:
1- The researcher first has read about what has been written about communicative
approach in books and various references.
2- Then researcher has randomly selected the sample and the instruments of the
study.
3- The researcher has obtained a permission letter from Open University of Sudan
to facilitate the researchers task in the targeted schools.
4- The researcher has prepared the teachers questionnaire.
5- The questionnaire was sent to experts to measure its validity, suitability and
appropriateness.
6- The researcher had made the final draft of the questionnaire after collecting the
questionnaire from the experts and measured its reliability.
Table (3.1)
Sections of the questionnaire
Sections
Items
1-teachers perception about CLT
1-11
Approach
2-difficulties and challenges in adopting 1-10
CLT
Table (3.2)
Correlation Coefficient of each question of the first section about teachers
perceptions about Communicative Language teaching
No Statement
Pearson
Correlation
Sig.
(2tailed)
0.002
0.007
0.000
0.030
0.030
0.038
0.0841
0.519
0.432
0.001
-
Table (3.2) shows that all the related items of the first section are strongly
correlated to its total degree. It was found the function of correlation coefficients
for(7) statements out of(11) at the level of (0.05),as well as the value of the
correlation coefficient is positive value of non-zero for the same statements ,this
indicates that the internal consistency of the first section. So it can be said that the
questions are valid to measure what it was set for the communicative method
.
Rejects items no. (7) And (8) for the lack of statistically significant correlation
signifier, and refuses to item No. (9) For the Negative association with statistically
significant, and refuses to item no. (11) For the lack of usability of statistical
measurement.
Table (3.3)
Correlation Coefficient of each question of the second section about difficulties
and challenges in adopting communicative language teaching
No Statement
Pearson
Correlation
0.489
Sig.
(2tailed)
0.000
0.520
0.000
0.621
0.000
0.446
0.001
0.377
0.007
0.595
0.543
0.167
0.000
0.000
0.247
2
3
4
5
6
7
8
0.000
0.422
Table (3.3) shows that all the related items of the second section are strongly
correlated to its total degree. It was found the function of correlation coefficients
for(8) statements out of(10) at the level of (0.05),as well as the value of the
correlation coefficient is positive value of non-zero for the same statements, this
indicates that the internal consistency of the second section. So it can be said that
the questions are valid to measure what it was set for the communicative method
Statistically significant for those items, and thus rely ferries the ferry (8), for
example, statements to the second axis being honest to put the measure.
It rejects item no. (8) For the failure to achieve statistically signifier link, and
refuses to item no. (10) For the negative association is statistically significant.
According to what was shown in the previous tables for the correlation coefficient
of each section with the whole total of the questionnaire, it can be concluded that
the questionnaire has high amount of internal consistency and that makes it an
appropriate tool for measuring the objective of the study.
.
Table (3.4)
Cranachs Alpha for each domain of the questionnaire and the entire questionnaire
No
1
Part
Alpha
Value
0.854
Table (3.4) shows the value of Cranachs Alpha for each domain of the
questionnaire and the entire questionnaire .For the domains, the value of Cranachs
Alpha were in the range from (0.854) and (0.830). This range is considered high:
the result ensures the reliability of each domain of the questionnaire. Cranachs
Alpha equals () for the entire questionnaire. This indicates and an excellent
reliability of the entire questions.
Summary:
This chapter overviewed the methodology used in this study. It gave information
about the population, the sample and how the participants were selected. It also
described the instrument, the procedures used in the study.
CHAPTER FOUR
DATA ANALYSIS, RESULTS AND DISCUSSIONS
Chapter Four
Data Analysis, Results and Discussion
4.0. Introduction:
This chapter includes analysis and interpretation of the data collected through the
survey questionnaire of teachers. Analysis is the process of examining the data
collected under investigations by breaking them up to original components or
classifying them according to certain criteria and relating these components to the
purpose of the research. Statistic deals with quantitative data collected through
questionnaire. Once the raw data are coded into number is called value.
Calculation method is used with data collected through questionnaire.
The chapter also shows the results related to each of the study questions and
highlights the main outcome of these results.
4.1: Data Analysis procedure:
To satisfy the objectives of the study and to test its hypotheses, the
Researcher uses the following statistical instruments. .
1- Charts
2- Frequency distribution
3- Alpha equation, to calculate the reliability coefficient.
4- Pearson correlation coefficient.
4- Medium
To get results as accurate as possible, has been used (SPSS) statistical software,
which indicates a short cut to Statistical Package for Social Sciences. To designing
the graphical figures, which are needed for the study, computer programme (Excel)
is also used.
4.2 Application of the Studys Tool:
After the step of checking the questionnaire reliability and validity, the
Researcher distributes the questionnaire to determine study sample (56) teachers,
and the researcher analyzes the data collected constructed the required tables for
data collection.
Freq
%
Freq
%
Freq
%
Agree
27
54%
42
84%
29
58%
Undecided
5
10%
3
6%
3
6%
Disagree
18
36%
5
10%
18
36%
Freq
%
Freq
%
17
34%
23
46%
4
8%
2
4%
29
58%
25
50%
Freq
%
30
%60
7
%14
13
%26
Freq
%
36
72%
6
12%
8
16%
Freq 204
30
116
%
58.3% 8.6
33.1%
Source: The researcher from applied study, SPSS package, 2016
The table shows the following:
Item one indicates that 51% agree that teaching should focus on fluency rather
than accuracy while 36% disagree and 10% are undecided. Answer of item two
shows that 84% of respondents believe that the students should be the centre of
knowledge 10% disagree and 6% undecided. Statement three reports that 58%
agree the teacher should spend a lot of time on role play/games/group and pair
work instead of explicit teaching structures 36% disagree and 6% undecided.
Answer related to statement four indicated that 58% disagree the lesson should
focus mainly on speaking skill 34% agree while 8% undecided. Answer given to
item five indicates that 50% disagree that the teacher should not correct the
students mistakes at all unless they cause communication breakdown. Item six
illustrates that 60% agree that students should be exposed to authentic materials
language and linguistic materials all the time, 26% disagree while 12% undecided.
Answer for item seven shows that 72% of respondents believe that, using target
language in classroom as medium always helps in learning, 16% are disagree and
12% are undecided.
Figure No (1)
Descriptive analysis for the first section items
70.00%
60.00%
58.30%
50.00%
40.00%
33.10%
30.00%
20.00%
8.60%
10.00%
0.00%
Agree
Undecided
Disagree
Table (4.1) and (Figure 1) show that 58.3 % of the study sample agree with the
items of the first section, compared to 33.1 % do not agree with them, and 8.6%
undecided. So that most of the answers to the study sample tends towards
approving the way that the importance of communicative language teaching.
4.3.2. Analysis of section two:
Table (4.2)
Descriptive analysis for the items of the second section
Difficulties and challenges in adopting Communicative Language Teaching:
No Statement
1 Teachers proficiency in
spoken English is not
sufficient
2 Lack techniques that
motivate the learners to
converse in the class
3 There are few opportunities
for teachers to get CLT
4 Teachers have little time to
develop materials for
communicative classes
5 Students lack motivation for
developing communicative
competence
6 Teachers rob the learners
time of talking
7 Teachers lack authentic
materials
8 There are no examinations
to evaluate the speaking
skill
Total
Freq
%
Freq
%
30
60%
10
20%
10
20%
Freq
%
Freq
%
32
64%
36
72%
8
16%
3
6%
10
20%
11
22%
Freq
%
43
86%
6
12%
1
2%
Freq
%
Freq
%
Freq
%
29
58%
27
54%
24
48%
11
22%
7
14%
6
12%
10
20%
16
32%
20
40%
Freq
%
247
56
61.8% 13.9
97
24.3%
Figure No (2)
Descriptive analysis for the items of the second section
70.00%
61.80%
60.00%
50.00%
40.00%
30.00%
24.30%
20.00%
13.90%
10.00%
0.00%
Agree
Undecided
Disagree
Table shows (4.2) and (Figure 2) that 61.8 % of the study sample agree with the
items of the second section, compared to 24.3 % do not agree with them. And 13.9
% undecided. So that most of the answers to the study sample tends toward
approval of the second items of the second section.
Table (4.3)
Mean Std. deviation and Chi Value Test for Part 1
Mean Std. D Chi2
Value
Teaching should focus 2.18 0.94
14.6
on fluency rather than
accuracy
The students should
2.74 0.63
57.8
be the center of
knowledge
transmission. The
teacher should be their
facilitator
No Statement
Df
sig
0.000
0.000
0.000
0.000
0.000
0.000
0.000
found the means for all the items are smaller than the right one which shows that
there is heterogeneity in the study sample answers.
All the results demonstrate the positive study sample attitudes towards hypothesis
phrases, and thus validate the second hypothesis, which states:
Most of the results demonstrate the positive study sample attitudes towards
hypothesis items, and thus prove the first hypothesis, which states:
(If teachers are positively disposed to the communicative approach, there will be a
higher frequency of communicative activities in the classrooms)
Statements are arranged in a sequential order from the highest to the lowest
according to the means in table (4.3).
The first order item was number two The students should be the centre of
knowledge and its mean was (2.74) and standard deviation of (0.63).
The second order item was number seven that states teacher using target language
in classroom as medium always helps in learning and its mean(2.56)and a
standard deviation(0.76).
The third order item was number six that states the students should be exposed to
authentic materials language and linguistic materials all the time and its mean
(2.34) and a standard deviation (0.87).
The fourth order item was number three that states the teacher should spend a lot
of time on role play, games, group and pair work instead of explicit teaching
structures and its mean (2.22) and a standard deviation (0.95).
Finally the last order item was number one for teaching should focus on fluency
rather than accuracy with mean (2.18) and a standard deviation (0.94).
Statements are arranged in a sequential order from the highest to the lowest
according to the means in table (4.3).
The first order item was number five that states the teacher should not correct the
students mistakes at all unless they cause communication breakdown and its mean
(1.96) and a standard deviation (0.98).
The second order item was number four that states the lesson should focus mainly
on speaking skills it was mean of (1.76) and a standard deviation of (0.93).
Table (4.4)
Mean Std. deviation and Chi Square Test for Part 2
No Statement
1
7
8
Teachers proficiency
in spoken English is
not sufficient
Lack techniques that
motivate the learners
to converse in the
class
There are few
opportunities for
teachers to get CLT
training
Teachers have little
time to develop
materials for
communicative
classes
Students lack
motivation for
developing
communicative
competence
Teachers rob the
learners time of
talking
Teachers lack
authentic materials
There are no
Df
sig
0.001
2.40
0.80
16.0
0.000
2.44
0.81
21.2
0.000
2.50
0.83
35.5
0.000
2.84
0.42
63.1
0.000
2.38
0.80
13.7
0.001
2.22
0.91
12.0
0.002
2.08
0.94
10.7
0.005
examinations to
evaluate the speaking
skill
Source: The researcher from applied study, SPSS package, 2016
The table shows the following:
Table (4.4) indicates that all the statements reached statistical significance with
less than (0.05), which shows that all the statements statistically significant, as we
reach the (5) statements amounted to the arithmetic mean it is greater than the
arithmetic mean premise (2) This demonstrates the approval respondents on these
terms, compared to (ferries) have reached the arithmetic mean less than the
arithmetic mean premise (2), which demonstrates the lack of approval of the study
sample them. And also, we find that the arithmetic mean of all the words less than
the right one, which shows that there is heterogeneity in the study sample, answers.
(Teachers faced many difficulties in adopting communicative language teaching)
Statements are arranged in a sequential order from the highest to the lowest
according to the means in table (4.4).
The first order item was number five states that students lack motivation for
developing communicative competence its mean was (2.84) and a standard
deviation of (0.42).The second order item was number four states that Teachers
have little time to develop materials for communicative classes with
mean(2.50)and a standard deviation(0.83).The third order item is number three that
states(There are few opportunities for teachers to get CLT training)with
mean(2.44) and a standard deviation(0.81).The fourth order item was number two
that states lack techniques that motivate the learners to converse)and its
mean(2.40) and a standard deviation(0.80).the fifth order item was number six
states that(Teachers rob the learners time of taking)and its mean was(2.38)and a
standard deviation(0.80).The sixth order item was number seven states that
Teacher lack authentic materials)and its mean(2.22)and a standard
deviation(0.80).The seventh order item was number one that states(Teachers
proficiency in spoken English is not sufficient)its mean(2.14)and a standard
deviation(0.94).The eighth order item was number eight states that There are no
4.6. Findings
In this section, there are two questions/hypotheses of the study and summary for
each question/hypothesis is present in this section.
Question (1)
What are the teachers attitudes towards the implementation of the
communicative activities?
Hypothesis (1)
If teachers are positively disposed to the communicative approach, there will
be a higher frequency of communicative activities.
According to the statistical analysis of data collection, the researcher finds that, the
teachers attitudes towards the Communicative Language Teaching are positively.
This hypothesis is justified by means of(5)items(1,2,3,6,7)which support this
hypothesis positively by(54%),(84%),(58%),(60%),(70)respectively. All the above
results.
Support this hypothesis as the enormous number of respondents agrees over the
interrelated information of these statements which support that the teachers
attitudes towards the communicative approach are positive.
Question (2)
What are the difficulties encountering teachers in adopting communicative
language teaching?
Hypothesis (2)
Teachers face many difficulties in adopting communicative language teaching.
This hypothesis is justified by means of the results of (8) items (1,2,3,4,5,6,7,8)
which
support
this
hypothesis
positively
by
(52%),(60%),(64%),(72%),(86%),(58%),(54%),(48%)respectively. All the above
results support this hypothesis as enough as the enormous number of respondents
agree over the interrelated information of these statements which support that
CHAPTER FIVE
Chapter Five
Conclusions, Recommendations and Suggestions for Further Studies
5.0. Introduction:
In this chapter the study will deal with the conclusions, recommendations and
suggestions for further studies.
5.1. Conclusions:
Based on the results which found by researcher in this study, we could see that
most of the teachers have positive attitudes towards communicative language
teaching, but they indicated that there are many difficulties face them to apply
(CLT).
The barriers that these participant teachers mention in this study are similar to the
difficulties mentioned by teachers in the studies done (EFL) countries, such as,
China,Vietnam,Egypt,Bagladesh and Pakistan. The barriers as mentioned by
teachers and identified in this study are the lack of training or retraining in (CLT),
exam oriented students, teacher lack of time to prepare communicative materials
and, these barriers discourage the teachers at basic level schools in Nyala Locality
from engaging students in communicative activities. So, it is seen that teachers still
follow the traditional language teaching techniques.
5.2. Recommendations:
Based on the findings of this study and in the light of the difficulties teachers
encounter in performing their roles in teaching speaking communicatively, the
researcher offers some suggestions to Basic Level teachers of English, supervisors
and experts in Nyala Locality
Suggestions for teachers of English:
1-Teachers of English are advised to recognize their roles in light of the
communicative approach apply these roles in teaching speaking.
2-Teachers of English are advised to encourage students to speak freely and
fluently in groups and pairs.
References &Appendices
References
Abd.AL Magid, M. (2006). The Effect of Teachers Attitudes on the Effective
Implementation of the Communicative Approach in ESL Classrooms,(Unpublished
Master Degree of Arts with Specialalisation in Applied Linguistics). University of
South Africa.
Abu Sharbain, I. (2009). Difficulties Encountering UNRWA Ninth Grade
Teachers in Performing their Roles in Light of the Communicative Approach to
Teaching Speaking in Gaza Strip (Unpublished Master Degree). Gaza: Palestine:
Faculty of Education, Islamic University.
Abdullah s. (2013). Contrastive Study of the Grammar Translation and Direct
Method of Teaching. 3rd International Conference on Business, Economics,
Management and Behavioral Science, (pp. 26-27). Hongkong-China.
Ahmed R. (2008). Evaluating Teaching Speaking Skills at Sudanese Basic
Schools: A Case Study of Al Managil (Unpublished Master Degree Thesis).
Khartoum-Sudan: Sudan University of Science &Technology.
Ann, G. (1993). Communicative Language Teaching: An Introduction and Sample
Activities.
(ERIC
Document
Reproduction
Service
No.ED357642).
www.eric.ed.gov
Alrawashdeh I.(2015).Difficulties that Teachers of English Encounter while
Teaching
Listening
Comprehension
and
their
Attitudes
Towards
them,(Unpublished Master Degree in English Language and Literature),Faculty of
Arts and Sciences-Department of English and Literature, Middle East University.
Brown, H.D. (2000). Principles of Language Learning and Teaching. San
Francisco: Addison Wesley Longman.Inc.
Brown, H.D. (1994). Teaching by Principles: An Interactive Approach to
Language Pedagogy. Eagle Cliff. Prentice Hall Regents.
Celce-Murcia (2013) Language Teaching Methods from the Greeks to Gattegno.
MEXTESOL Journal, Volume 37, Number 2, p.3
Appendices
Appendix No (A)
In the Name of Allah, the Most Compassionate the most Merciful
Open University of Sudan
Post Graduate Studies
Dear teacher;
You are kindly invited to answer the following questionnaire. It aims to
investigate the development of students speaking skill through communicative
language teaching at basic level schools.
The questionnaire consists of two (2) pages, designated by the researcher, Mr.
Sabri Dafaalla Ahmed Hamid, and validated and indorsed by Dr. Ahmed Elhaj
Omer, Department of Foreign Languages - International University of Africa, Dr.
Yousif Altiraifi Ahmed, The National Centre for Diplomatic Studies, Dr. Ayman
Hamed Elneil, Dr. Taj Elsir Hassan Bashum, Dr. Abdarahman Abulgasim, Sudan
University of Science and Technology, College of Languages, and approved by Dr.
Kirya Ahmed Nasr, Head of English Language Department, Open university of
Sudan.
The questionnaires answers intended to be used for the scientific and academic
purposes in a thesis would be submitted in partial fulfillment of the requirements
for Master Degree of English language. Therefore, your cooperation and support
are highly appreciated.
The researcher
Teachers Questionnaire
Please put () in the corresponding box.
Part 1: Teachers perceptions about Communicative Language Teaching:
Statement
1 Teaching should focus on fluency rather than
accuracy.
2 The students should be the center of knowledge
transmission. The teacher should be their facilitator
3 The teacher should spend a lot of time on role
play/games/group and pair work instead of explicit
teaching structures.
4 The lesson should focus mainly on speaking skills
5 The teacher should not correct the students
mistakes at all unless they cause communication
breakdown.
6 The students should be exposed to authentic
materials language and linguistic material all the
time.
7 Language tasks should be meaningful and
purposeful.
8 Communicative language teaching is an effective
approach for your students
9 Students are able to communicate in a better way
when motivated.
10 Using target language in classroom as medium
Agre
e
Undecid
ed
Disagre
e
Statement
12 Teachers proficiency in spoken English is not
sufficient.
13 Lack techniques that motivate the learners to
converse in the class.
14 There are few opportunities for teachers to get CLT
training.
15 Teachers have little time to develop materials for
communicative classes
16 Students lack motivation for developing
communicative competence.
17 Teachers rob the learners time of talking
18 Teachers lack authentic materials.
19 Classes are too large for the effective use of
Communicative Language Teaching (CLT).
20 There are no examinations to evaluate the speaking
skill.
Agre
e
Undecid
ed
Disagre
e
Appendix No (B)
Validation of the Research Tool
Experts teachers and English language specialists who approved the tool of
the study:
No Name
1
2