Abstract:
One of the influential theoretical developments in language teaching and learning
especially in ESL classroom is communicative competence as it is believed to help in
redefining the target of second language (L2) instruction in the classroom. Although
most teachers recognize the importance of CLT, many of them do not adhere to its
tenets. Thus, this study examines the use of CLT among SHS teachers in the Tamale
Metropolis. The study attempts to understand the language practices used by teachers
to implement CLT. Next, the study aims to understand the perception of ESL teachers
towards the CLT approach. Finally, the study investigates the factors that could deter
teachers from the use of CLT. The mixed method approach was used. Questionnaire,
interview and observation were used to gather data. The findings revealed that
majority of the teachers do not adhere to the tenets of CLT. The study showed that
some factors could deter teachers from the use of CLT. The study further reveals that
teachers lack understanding of CLT as evidenced in their perceptions towards the
approach. It is recommended that English language teachers should try as much as
possible to adopt appropriate strategies to teach English Language. The study
recommends a reduction on the focus on exams to elevate communicative skills.
Continuous teacher training should be strengthened to keep teachers abreast with
trends in ESL methodology.
Description:
A thesis in the Department of Applied Linguistics, Faculty of
Foreign Languages Education, submitted to the school of
Graduate Studies, in partial fulfilment
of the requirements for the award of degree of
Master of Philosophy
(Teaching English as a Second Language)
in the University of Education, Winneba
