Communicative competence globally becomes the aim of English language teaching and learning. So far, the aim of any English course should develop students’ communicative competence to the extent that they will be able to express themselves naturally, proficiently and appropriately. This study is conducted to check English language secondary school teachers’ knowledge about communicative competence elements and to what extent they are able to teach communicative competence elements to secondary school students.
The researcher uses a non-probability sampling, taking into account the representativeness of the whole districts of Yaff’ea. Seventy English language teachers (n=70) at secondary schools in Yaff’ea responded to the questionnaire. Moreover, the researcher observed fourteen English language teachers (n=14) to check their classroom practices. The researcher followed the multi-methods research design. Data were collected by using a semi-closed ended questionnaire and a structured classroom observation. Both data were analyzed quantitatively. The validity was checked depending on the pilot study and referees whereas the reliability was checked by using a test-retest method with an interval time of two weeks.
The findings of this study showed that teachers have to some extent good perceptions about communicative competence elements. However, strict contradictions were found between teachers’ perceptions and their actual practice. Moreover, the study revealed that teachers face difficulties in teaching communicative competence with different levels of complexity among its elements. Teachers neglected teaching phonology which is a basic element of linguistic competence as well as they taught vocabulary and grammar using traditional approaches.
With reference to sociolinguistic competence, discourse competence and strategic competence, the study reported similar problems whether in the contradictions between what teachers believe in and what they actually do, or the overwhelmingly neglection of sub-elements. Finally, the study reflects the dominancy that teachers play and the passive orientation for learners.
Inhaltsverzeichnis (Table of Contents)
- Chapter One: General Introduction
- 1.0 Introduction
- 1.1 English Language Teaching in Yemen
- 1.1.1 South Yemen
- 1.1.2 North Yemen
- 1.1.3 Education System in Yemen after (1990)
- 1.1.4 English Language Curriculum in Yemen
- 1.1.5 Crescent English Course for Yemen
- 1.1.6 Techniques and Procedures Used for Teaching CECY
- 1.2 Challenges of Learning and Teaching in Yemen
- 1.2.1 The Political Conflict
- 1.2.2 Dark Future
- 1.2.3 Cheating
- 1.2.4 Unemployment
- 1.2.2 Challenges of Teaching English in Yemen
- 1.2.3 Challenges of Teaching English at Yemeni Secondary Schools
- 1.3 Communicative Competence in Yemen
- 1.3.2 Communicative Language Teaching in Yemen
- 1.4 Statement of the Problem
- 1.4 Significance of the Study
- 1.5 Objectives of the Study
- 1.5 Hypotheses of the Study
- 1.5 Questions of the Study
- 1.6 Research Methods
- 1.6.1 Sample
- 1.6.2 Design and Procedures Used
- 1.6.3 Description of Data Gathering Instruments
- 1.7 Scope and Limitation of the Research
- 1.8 Chapters Scheme
- 1.9 Definition of the Terms
- 1.10 Conclusion
- 1.11 Works Cited
- Chapter Two: Literature Review
- 2.0 Introduction
- 2.1 Communicative Competence
- 2.2 Theories on Communicative Competence
- 2.3 Models of Communicative Competence
- 2.4 Communicative Competence Coverage
- 2.5 Previous Studies on Communicative Competence
- 2.6 Teaching Communicative Competence
- 2.7 Communicative Language Teaching (CLT)
- 2.8 Conclusion
- 2.9 Works Cited
- Chapter Three: Research Methodology
- 3.0 Introduction
- 3.1 Research Design and Methods
- 3.2 Sample Design
- 3.3 Method Design
- 3.4 Quantitative Paradigm
- 3.5 Ethical Consideration
- 3.6 Analysis of Data
- 3.7 Conclusion
- 3.8 Works Cited
- Chapter Four: Data Analyses and Interpretations
- 4.0 Introduction
- 4.1 Presentation of the Questionnaire Findings
- 4.2 Presentation of the Observation Checklist Results
- 4.3 Summary of the Findings
- 4.4 Works Cited
- Chapter Five: Discussions, Conclusion and Recommendations
- 5.0 Introduction
- 5.1 Discussion
- 5.2 Conclusion
- 5.3 Recommendations and Suggestions
- 5.4 Works Cited
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This study investigates the application of communicative competence in English language teaching at Yemeni secondary schools, specifically in the Yaff’ea district. It aims to identify factors contributing to the low communicative proficiency of secondary school graduates and explore potential improvements in teaching methodologies.
- Communicative competence in English language teaching
- Challenges in teaching and learning English in Yemen
- Comparison between teachers' beliefs and actual classroom practices
- The role of communicative language teaching (CLT)
- Recommendations for improving English language education in Yaff’ea
Zusammenfassung der Kapitel (Chapter Summaries)
Chapter One: General Introduction: This chapter introduces the research, highlighting the low English proficiency among Yemeni secondary school graduates and the need to investigate the role of communicative competence in addressing this issue. It provides background information on English language teaching in Yemen, the challenges faced by the education system (political instability, lack of resources, and widespread cheating), and existing research on communicative competence and CLT in the Yemeni context. The chapter also outlines the study's objectives, hypotheses, research questions, methodology, and scope.
Chapter Two: Literature Review: This chapter delves into the theoretical underpinnings of communicative competence, exploring various definitions, models (Canale & Swain, Bachman & Palmer, Celce-Murcia et al.), and theories (Chomsky, Hymes, Widdowson, Halliday). It examines the components of communicative competence (linguistic, sociolinguistic, discourse, and strategic competence) and their sub-components. The chapter also reviews existing literature on communicative language teaching (CLT), its principles, and its applications in various contexts, including challenges encountered in implementing CLT.
Chapter Three: Research Methodology: This chapter details the research design, which employs a multimethod quantitative approach using questionnaires and classroom observations. It describes the sampling techniques (non-probability sampling, including snowball and convenience sampling), the instruments used for data collection (questionnaires and observation checklists), the validation and reliability measures employed, and the ethical considerations taken to ensure the integrity of the study. The chapter concludes by outlining the data analysis procedures.
Chapter Four: Data Analyses and Interpretations: This chapter presents and analyzes the quantitative data collected through questionnaires and classroom observations. It compares teachers' self-reported beliefs about communicative competence and their actual classroom practices. The analysis focuses on teachers' approaches to teaching grammar and vocabulary, their attention to various aspects of communicative competence (linguistic, sociolinguistic, discourse, and strategic), and their classroom roles. The findings reveal discrepancies between teachers' beliefs and their practices.
Schlüsselwörter (Keywords)
Communicative competence, linguistic competence, sociolinguistic competence, discourse competence, strategic competence, intercultural competence, communicative language teaching, English language teaching, Yemen, secondary education, teacher training, qualitative research, quantitative research.
Frequently Asked Questions: A Study on Communicative Competence in English Language Teaching at Yemeni Secondary Schools
What is the overall focus of this study?
This study investigates the application of communicative competence in English language teaching at Yemeni secondary schools, specifically focusing on the Yaff’ea district. It aims to identify factors contributing to the low communicative proficiency of secondary school graduates and explore potential improvements in teaching methodologies.
What are the key themes explored in this research?
The key themes include communicative competence in English language teaching, challenges in teaching and learning English in Yemen, a comparison between teachers' beliefs and actual classroom practices, the role of communicative language teaching (CLT), and recommendations for improving English language education in Yaff’ea.
What is the structure of the research report?
The report is structured into five chapters. Chapter One provides a general introduction, including background information on English language teaching in Yemen and the research objectives. Chapter Two reviews the existing literature on communicative competence and CLT. Chapter Three details the research methodology, including the research design, sampling techniques, and data collection instruments. Chapter Four presents and analyzes the collected data, comparing teachers' beliefs and practices. Finally, Chapter Five discusses the findings, draws conclusions, and offers recommendations.
What research methods were employed?
The study utilizes a multimethod quantitative approach, employing questionnaires and classroom observations to gather data. Non-probability sampling methods, including snowball and convenience sampling, were used. Data analysis procedures are outlined in Chapter Three.
What are the key findings of the study (as summarized)?
The study reveals discrepancies between teachers' self-reported beliefs about communicative competence and their actual classroom practices. Analysis focuses on teachers' approaches to teaching grammar and vocabulary, their attention to various aspects of communicative competence (linguistic, sociolinguistic, discourse, and strategic), and their classroom roles.
What are the main challenges in teaching and learning English in Yemen addressed in the study?
The study highlights several challenges, including political instability, lack of resources, and widespread cheating, as significant obstacles to effective English language teaching and learning in Yemen.
What specific aspects of communicative competence are examined?
The research examines various components of communicative competence, including linguistic, sociolinguistic, discourse, and strategic competence, and investigates how these are addressed (or not) in the Yemeni classrooms.
What are the recommendations provided by the study?
The study offers recommendations for improving English language education in Yaff’ea, based on the findings regarding the gap between teachers’ beliefs and practices regarding communicative competence. These recommendations are detailed in Chapter Five.
What is the significance of this study?
The study aims to contribute to a better understanding of the challenges and opportunities in English language teaching in Yemen and offers practical recommendations for improving the communicative competence of Yemeni secondary school graduates. It addresses a specific context with unique challenges and offers locally relevant solutions.
What are the keywords associated with this research?
Communicative competence, linguistic competence, sociolinguistic competence, discourse competence, strategic competence, intercultural competence, communicative language teaching, English language teaching, Yemen, secondary education, teacher training, qualitative research, quantitative research.
- Arbeit zitieren
- Wagdi Bin Hady (Autor:in), 2016, Communicative Competence in Teaching English at Secondary Schools. A Critical Investigation in Yaff'ae District of Yemen, München, GRIN Verlag, https://www.grin.com/document/375138
