Open University of Sudan

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)

(A case study: Nyala Locality)

A study submitted in fulfillment of the requirement for the Degree of MA. In
English Language (Applied Linguistics)

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

2.2.7.1.Information Gap Activities

2.2.7.2.Jigsaw Activities
2.2.7.3.Communicative Games
2.2.7.4. Story Telling
2.2.7.5.Group Work
2.2.7.6.Discussion Activity
2.2.7.7.Role Play Activity
2.3.English Language Teaching in the Sudan
2.3.1.History Background of English Language Teaching in the
Sudan
2.3.2.Teaching of English Language after the Sudanese
Independence to Present Study
2.4.Previous Studies
2.4.1.Summary of the previous Studies
Chapter Three: Research Methodology

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

Chapter Four: Data Analysis, Results and Discussions

4.0.Introduction
4.1.Data Analysis Procedure
4.2.Application of the Studys Tool
4.3.Analysis and Interpretation of the Questionnaire
4.3.1.Analysis of Section One
4.3.2.Analysis of section Two
4.4.Resultes
4.5.Discussion

50
50
50
51
51
53
59
59

4.5.1.Discussion of the Findings of Question One

4.5.2. Discussion of the Findings of Question Two
4.6.Findings
Summary
Chapter Five: Conclusions, Recommendation and

60
60
61
62

Suggestions for Further studies

5.0.Introduction
5.1.Conclusion
5.2.Recommendations
5.3.Suggestions for Further Studies
References

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

adopting communicative language teaching

(3.4)

Cranachs Alpha for each domain of the

questionnaire and the entire questionnaire

47

(4.1)

51-52

(4.2)

Descriptive analysis for the items of the first section

Teachers perceptions about Communicative
Language Teaching
Descriptive analysis for the items of the second
section
Difficulties and challenges in adopting
Communicative Language Teaching.

(4.3)
(4.4)

Mean Std. deviation and Chi Value Test for Part 1

Mean Std. deviation and Chi Square Test for Part 2

55-56
57-58

53

CHPTER ONE
INTODUCTION

Chapter One
Introduction

1.0 Background of the Study:

English language is an international language used in order to communicate in
the field of education, technology, trade and politics so that it is learnt as a foreign
language in many countries around the world. So, speaking skill is a crucial part of
foreign language teaching and learning. This actually shows the great importance
of this skill on foreign language classes. Through speaking we can share our ideas
and thoughts with other peoples in that way a smooth interaction between people
can take place.
Teachers of English may experience the same situation in which students are
unwilling to speak. There are of course many factors causing this problem. Such
as, lack of confidence, lack of vocabulary and others say that the topic of
conversation is not interesting.
Different language teaching methods have been introduced in order to improve
the quality of teaching and learning and achieve the desire impact on students.
Among

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.

Pupils are unable to speak or communicate freely, even in

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.

Communicative activities are not used in teaching English as a foreign

language at the basic level schools. Students cannot use the English language to
communicate with others.

1.2 Objectives of the Study:

This study aims to:
1- Assess whether a relationship exists between teachers' attitudes and the
effective implementation of the communicative approach.
2- Investigate the difficulties the teachers in Nyala Locality face in
implementing Communicative Language Teaching to develop the students
speaking skills.

1.3 Questions of the Study:

To achieve the above mentioned objectives, the study tries to answer the following
questions:
1- What are teachers' attitudes towards the implementation of the
communicative approach to develop students speaking skills?
2- What are the difficulties encountering teachers in adopting communicative
language teaching to develop students speaking skills?
1.4. Hypotheses of the Study:
The following are the hypotheses of the research:

1- If teachers are positively disposed to the communicative approach, there will

be a higher frequency of communicative activities in classrooms.
2- Teachers face many difficulties in adopting communicative language
teaching.

1.5. Significance of the Study:

This study is important as it investigates the improvement of the students'
speaking skill by using communicative language teaching. It may provide (EFL)
teachers with a specific language teaching procedures which they can use in their
classrooms to enhance learners oral performance and to encourage students to
maximize their capacity by using English orally.
The findings of the study would help to influence the Ministry of Education
to take into account the importance of implementing the communicative language
teaching and to provide teachers with large doses of importance to get an insight
into the impact of the (CA) on students' ability to understand English as used by
native speakers.
1.6 Methodology of the Study:
In this study the researcher is going to follow the descriptive analytical
method, as it fits the outlined objectives.

It aims to describe two variables,

communicative language teaching as the independent variable, and its rate in

improving the students' speaking skill as the dependent variable. The quantitative
method suits out study, since it permits as a close examination of the (CLT)
approach, which helps students to enhance their speaking skill.

1.7 The Population of the Study:

It is defined that the population of research object to which the research will
be generalized. The population will be the teachers of Basic Level Schools in
Nyala Locality.
The teachers of Nyala Locality at the basic level schools are the whole
population; we will deal with the sample of fifty six (56) teachers out of the total
population (88) teachers.
They will be selected randomly from the whole population.
1.8 Data Collecting Tools:
In order to ensure our findings and reach our objective from this study, we
use one main tool.
The questionnaire will be directed to the teachers of Basic Level
schools in Nyala Locality as they have been exposes to various teaching
approaches, in order to examine their views and attitudes about communicative
language teaching.
1.9 Limits of the Study:
This study is limited to the teachers of basic level school in Nyala Locality
for the academic year (2016 2017).

It is also limited to Communicative

Language Teaching to improve speaking skills, in order to measure awareness and

attitudes towards this method.

1.10. List of Terms and Abbreviations:

1.10.1 Definition of Terms:
Basic level school (Basic education stage): A term used to describe and
educational institution for children between the ages of about six and fourteen,
coming before secondary school and after preschool, usually compulsory.
Communicative Language Teaching:
Communicative language teaching (CLT), or Communicative Approach, is an
approach to language teaching that emphasis interaction as both the means and the
ultimate goal of study.
Perception:
A personal interpretation, recognition of events, way of seeing and understanding
things drawing on personal experiences, or knowledge and information which are
drawn from personal experiences (Zawawi)

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.

CAs: Communicative Activities.

EFL: English as Foreign Language.
TEFL: Teaching English as a Foreign Language.
ELT: English Language Teaching.
GTM: Grammar Translation Method.
TL:

Target Language.

SW: Silent Way.

DM: Direct Method.
L2: Second Language.
CA: Communicative Approach.
ESL: English as a Second Language.
SPINE: Sudan Practical Integrated National English.
NILE: New Integrated Longman English.
Summary:
In this chapter, detailed picture about the content of this chapter is given in terms
of its components, such as identifying the study problem, questions, as well as the
most suitable methods that can be used .The next chapter will provide relevant
literature which is critically reviewed.

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.

Educationalists and linguists describe them as traditional

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

due to its prominence in government, academia and business, (Abdullah S.

2013:125). According to Kim (2008), in (Zhou G. 2015, pp. 798-802). The
Grammar Translation Method developed during the 18th. And 19th. Centuries in
Germany (Richards and Rodgers, 1999:5) states that, the Grammar Translation
Method has no real theoretical based whether linguistics, psychological or
educational" to corroborate its practices, but it has two suppositions: that a foreign
language can easily be learnt through translation and that the grammar is the soul
of language.
According to Celce Murcia (2013), Richards and Rodgers (1999), Larsen
Freeman (2004) the following are some principles of (GTM):
The main function of language communication is ignored.
Reading and writing are the major focus.
English is taught in mother tongue with little use of target language.
Grammar taught deductively.
The students native language is the medium of instruction.
Little attention is given to speaking and listening and almost none to
pronunciation.
Learning is facilitated through attention to similarities between the target
language and the native language.
The teacher is the authority in the classroom. It is very important that
students get the correct answer.
2.1.2. The Direct Method (DM):
The Direct Method is a new method which appeared, since many problems
had faced the Grammar Translation Method which stands to encounter foreign
language learners. (Richards and Rodgers 1999:12) cited that (DM) is associated

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.

Enthusiastic supporters of (DM)

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.

2.1.3. The Audio-lingual Method:

The audio-lingual method was influenced by Behaviorism and its stressed
the habit formation as the main process of learning (Harmer, 2003:79). Some
behaviors of learners could be trained through a system of reinforcement, the
correct behavior would receive positive feedback reward in the other hand the
incorrect behavior would receive negative feedback. Moreover, the main focus of
this method is on using drills to form this habit (ibid: 79). The main characteristics
of this method are:
1- Dependence on mimicry and memorization of set of phrases.
2- Teaching structural patterns by means of repetitive drills.
3- No grammatical explanation.
4- Use of types and visual aids.
5- Immediate reinforcements of correct responses. (Richard and Rodgers,
156:157).
2.1.4. Total Physical Response:
The total physical response is a language teaching method which focuses on
physical action in teaching the foreign language.

It appeared in 1977 by its

founder James Asher. According to Brown (2000:30), the main characteristics of

this approach are:
1- Focus on the listening skill more than speaking skill.
2- Utilize the imperative mood such as; open the window, close the door.
3- Focus on the meaning more than the form.
4- Reduce learning stress.
5-

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.

It emphasizes the cognitive aspect then the

affective one. (Brown, 2000:28).

Richard and Rodgers (1999:99) summarized the theory of learning behind
the silent way as follows:
1- Learning is facilitated if the learner discovers or creates rather than
remembers and repeats what is to be learnt.
2- Learning is facilitated by accompanying mediating physical objects.
3- Learning is facilitated by problem solving involving the material to be
learned.

2.2. Communicative Language Teaching:

2.2.1. History of CLT:
The history of CLT is not so long like other teaching methods. It has been
developed in the 20th. Century in Europe. (CLT) has been in vogue for almost
three decades in England and certain western countries. (Galloway, Ann, 1993:2)
pointed that, communicative language (CLT) was the product of educators and
linguists who had grown dissatisfied with the earlier Grammar Translation and
Audio-lingual Methods, where students were not learning enough realistic, socially
necessary language. (Ming chang, 2011: p. 4) cited that, traditionally, the teaching
of (EFL) has focused on knowledge about the English for communication.
Traditional approaches such as Grammar Translation Method and the Audiolingual Method, commonly used for English language teaching, were accepted then
because few people had opportunities to use English for real communication in
(EFL) context.

However, because of rapidly growing international needs for

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.

Grammatical competence: words and rules.

ii.

Sociolinguistic competence: appropriateness.

iii.

Discourse competence: cohesion and coherence.

iv.

Strategic competence: appropriate use of communication strategies.

Bachman (1990, p. 5) in (Sreehari, p. 2012) divides communicative
competence into the broad headings of organizational competence
which includes both grammatical and discourse (or textual) competence,
and (pragmatic competence which includes both sociolinguistic and
illocutionary competence. Kiato and Kiato (1996, p. 1) in (Ibid, 2012)
observed that the basic idea of communicative competence remains the
ability to use language appropriately, both receptively and productively,
in real situations.
Communicative competence, according to Richards (2004, p. 3) includes the

following aspects of language knowledge:

i.

Knowing how to use the language for arrange of different purpose and
functions.

ii.

Knowing how to vary or use of language according to the setting and

participants (e.g. knowing when to use formal and informal speech or
when to use language appropriately for written as opposed to spoken
communication.

iii.

Knowing how to produce and understand different types of texts (e.g.

narratives, report, interviews, and conversations).

iv.

Knowing how to maintain communication despite having limitations in

ones language knowledge (e.g. through using different kinds of
communication strategies).

2.2.4. Characteristics and Principles of CLT:

Brown (2000, p. 246) listed these characteristics about (CLT) as follows:

i.

Classroom goals are focused on all of the components of communicative

competence and not restricted to grammatical or linguistic competence.

ii.

Language teaching techniques are designed to engage learners in the

pragmatic, authentic, functional use of language for meaningful purposes.
Language forms are not the central focus, but rather aspects of language
that enable the learner to accomplish those purposes.

iii.

Fluency and accuracy are seen as complementary principles underlying

communicative techniques. At time fluency may have to take on more
importance than accuracy in order to keep learners meaningfully engaged
in language use.

iv.

In the communicative classroom, students ultimately have to use the

language, productively and receptively, in unrehearsed contexts. While
(Richards and Rodgers, 1999, p. 38) listed these principles:

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:

(CLM) encourage the use of holistic involving the

simultaneous use of a variety of sub skills rather than practicing individual

skill one piece at a time.
Whereas (Nunan, 1989) listed four principles as follows:
i.

Learners learn a language through using it to communicate (orally).

ii.

Authentic and meaningful communication should be the goal of

classroom activities.

iii.

Fluency is an important dimension of communication.

iv.

Communication involves the integration of different language skills, and

learning is a process of creative construction and involves trial and errors.

2.2.5. The Communicative Classroom:

Harmer (2003) stated that classroom atmosphere had a great role in language
learning and in affecting ones attitudes positively or negatively.

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.

Teachers should select authentic

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)

2.2.6. Teacher and Student:

Larsen Freeman (2004, p. 131) observes that the teacher facilitates
communication in the classroom. In this role, one of his major responsibilities to
establish situation likely to promote communication. During the activities he acts
as an adviser, answering students questions and monitoring their performance. He
might make note of their errors to be worked on at a later time during more
accuracy based activities. At other time he might be co-communicator engaging

in the communicative activity along with students.

Students are above all,

communicators. They are actively engaged in negotiating meaning in trying to

make them understood and in understanding others even when their knowledge
of the target language is incomplete. Also since the teachers role is less dominant
than in a teacher centered method.

Students are seen as more responsible

managers of their own learning.

Commenting on the nature of students, teachers interaction and the student
student interaction, Laresen Freeman (2004, p. 133) says The teacher may
present some part of the lesson, such as when working with linguistic accuracy. At
other times, he is the facilitator of the activities, but he does not always himself
interact with the students. Sometimes he is a co-communicator, but more often he
establishes situations that prompt communication between and among the students.
Students interact a great deal with one another.

They do this in various

configurations: pairs, trails, small groups and whole group.

(Ann G. 1993: 5) Pointed out that, teachers in communicative classroom
will find themselves talking less and listening more, becoming active facilitators of
their students learning. (Larsen Freeman, 2004). The teacher sets up the exercise,
but because the students performance is the goal, the teacher must step back and
observe, sometimes acting as referee or monitor.
(Qing X. 2000:6) Explained that, a communicative teacher needs a good
knowledge of the target culture. (CLT) recognizes that language and culture are
closely related and strives to develop students cultural knowledge along with their
ability to use language for real communication to level of the target culture
knowledge.

According to (Ann Galloway, 1993:5) a classroom during a communicative

activity is far from quiet, however. The students do most of the speaking and
frequently the scene of a classroom during a communicative exercise is active,
with students leaving their seats to complete a task.
Because of the increased responsibility to participate, students may find they
gain confidence in using the target language in general.

Students are more

responsible managers of their own learning (Laresen Freeman, 1986) in (Ann

Galloway 1993).
2.2.7. Communicative Activities for Speaking:
Communicative activities have an important role in creating opportunities
for students to use the language for communicative purpose. Generally
communicative activities are fluency based activities (Teat, 2001, p. 1) cited in
(Sanna, M. 2013, p. 21) which encourage students to use (L2) in an interactive
learning. However, for a successful implementation of communicative activities
the classroom must be students centered) and the activities must be interactive
authentic and contextualized (Richard and Rodgers, 1999, p. 163).
The communicative activities or communicative language teaching are
similar name that was given to a set of beliefs which included not only one
examination of what aspects of language to teach, but also a shift in emphasis in
how to teach (Harmer, 2003, p. 84). Basically, it aims at developing students
communicative competence. It makes use of real life situations that necessitate
communication (Galloway, 1993, p.2).

Little Wood (2002) distinguishes two

major activity types functional communication activities and social interaction

activities. Functional communication activities are aimed at developing certain
language skills and functions, which involve communication. Social interaction

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.

2.2.7.2. Jigsaw Activities:

These activities are also based on the information gap principle. The class
is divided into groups and each group has part of the information needed to
complete an activity. The class is supposed to fit the pieces together to complete
the whole. In that way, they need to use their language resources to communicate
meaningfully and so take part in meaningful communication practice.
2.2.7.3. Communication Games:
These games primarily involve information gap activities which are
intended to provoke communication in the classroom the games are generally in
the form of puzzles, drawing pictures and putting things given in the correct order.
The students have a piece of information which is part of the total, what they need
to do is to walk around to get the necessary information in order to reach the entire
information, through which an artificial need on the part of the learners is created

to get them to speak.

Students feel it as a challenge to participate; thus an

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.

2.2.7.6. Discussion Activity:

A discussion can be held for many reasons; the learners may aim to arrive at
the end, share ideas about the event or find solutions in their discussion pair works
(Brown, 2000: 52). The purpose of the discussion activity should be set by the
teacher; discussion points should be relevant to the purpose.
2.2.7.7. Role Play Activity:
In Cambridge International Dictionary of English, role defined as the person
whom an actor represents in a film or play, while role play is a method of acting
out particular ways of behaving or pretending to be other people who deal with
new situations. Role play is very important in teaching because it gives students an
opportunity to practice communicating in different social contexts and in different
and to put themselves in another persons place for a while. Through role play
activities the students learn how to express ideas, opinions, or feelings to others by
using words or sounds of articulation.
Laresen Freeman (2004) explained that role plays are important in the
communication approach because they give learners an opportunity to practice
communicating in different social contexts and different social roles.
2.3. English Language Teaching in Sudan:
2.3.1. Historical Background of English Language Teaching:
(Sandell, 1982: pp. 29, 30) stated that, about the year 1948 a new teachers
training institute was added to the Bakht Er-Ruda (Teachers Training Centre) when
John Bright was a head of English Language Department there. Bright believed
that comprehensive oral practice by teaching translation methods, they helped in
reducing grammatical mistakes. Nevertheless, oral speaking is better than learning

English reading comprehension texts. Moreover, English language teachers and

experts adopted several kinds of courses, and selected text books. During that
time, some Sudanese of English language teachers were given opportunity to study
abroad in England to receive high degrees to develop English language teaching in
Sudan.
2.3.2. Teaching of English Language after the Sudanese Independence to
Present Study:
(O Brien, J. 2013:1) explained that, in past independence Sudan (after
January 1st. 1956), English at first retained its status as the language of instruction,
administration and business. English was the language of earning living, as (El
Tigani, 1966) in (O Brien, J. 2013:1) pointed out; English was considered vital in
the fields of science and technology and was viewed as the language of progress,
possibility and prestige.
The 1956, English language syllabus was taught till 1970s at president
Numeries era which had witnessed the first change at the education system in
Northern Sudan, after independence. A new educational ladder (6-3-3) replaced
the old one or the condominium ladder (4.4.4). (Alamin, 2005: 19) in (Omer, M.
2014: 27) explained that English language teaching had begun at the general
secondary school. During that time, the teachers used the traditional methods in
teaching English language. The number of periods of teaching per week was
increased and students could write and read English.
In 1979, a new syllabus was introduced to replace the old one. It was the
Nile Course for Sudan, stands for New Integrated Longman English (O Brien,
2013:3) pointed that, the designing of the New Integrated Longman English
Course (NILE) for Sudan was partial response to the declining standards of

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.

Theoretically, (SPINE) series demands using the communicative

approach, but practically many teachers still use the traditional Grammar
Translation Method (GTM).

Modern methods are usually ignored by many

teachers of English language. There are a lot of factors that hinder using the

modern trends, especially lack of teachers training, insufficient audio-visual aids,

on crowded classes.
(Omer, M. 2014: pp. 28-29) reported hat, some teachers are not qualified to
teach English language by using communicative activities and SPINE neglects the
two major skills of listening and speaking. To sum up a number of factors could
be taken in account about the failure of producing learners to speak English
fluently. Some English language teachers in Sudan are not trained enough and
they dont have a clear idea about the communicative approach. Some of them are
not communicatively competent in English language. (Hamad M. 2015: 144)
pointed that, there are general indicators, that students who finish the 6 text books
of (SPINE) series can hardly write a paragraph or speak English freely, naturally
and fluently, even the most talented students cannot speak or write English out the
need for their study. (Elhassan M. 2012: 403) cited that, the pace of changing the
course books, methods of teaching approaches are very slow. This mean that too
many generations suffered through learning English by using out of date
materials language is a living body.

2.4. Previous Studies:

Previous study (1):
Ahmed R. (2008):
This study is an attempt to evaluate teaching speaking in (SPINE) (Sudan
Practical Integrated National English) series, book (1-2-3), the activities, the
material and teaching strategies used, in El Managil basic level schools. The study
surveyed teachers and pupils attitudes towards teaching speaking in basic level in
an attempt to help teachers as well as syllabus designers and pupils, in respect to
the skill under investigation. The study also examined whether the traditional
classroom is conducive to stimulate speaking in terms of size and group dynamics,
and the quality and adequacy of speaking activities in (SPINE).

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.

Previous study (2):

Omer, (2014):
The study aims to develop learners communicative competence of
Khartoum secondary school for boys, Khartoum State, Sudan. To ensure that, the
study sets hypotheses, third secondary students are weak in listening and speaking
skills, the implementation of the communicative activities impact positively on
teaching the listening and speaking skill, there is not statistical difference on
standards of the listening and speaking skills for the students who are instructed
according to the traditional activities.

The study applies the experiment by

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.

English language teachers should receive large doses of

training on applying the principles of the communicative activities. The researcher

has benefited a great deal from the previous study in writing the theoretical
framework related to the topic of speaking skill.

Previous Study (3):

Al-Twairish, (2009):
This study attempted to measure the effect of the implementation of
communicative approach on the listening and speaking skills of Saudi third years
secondary students.

In order to address these issues, quantitative study was

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.

Previous Study (4):

Abu Sharbain (2009):
This study investigated the difficulties that encountered UNRWA (United
Nation Relief and Works Agency) ninth grade teachers of English in performing
their role in speaking in Gaza strip. It also investigated the extent to which
teachers perform these roles.

The researcher used two tools, interview and

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.

Previous Study (5):

Ellis G., (1994):
The work presented here is an interview study in inter-cultural
communication. The informants consist of three Australian (ESL) instructors who
had conducted workshops on communicative language teaching methods for the
overseas services Bureau in Vietnam. The study provides a critical description of
both the cultural conflicts arising from the introduction of a western English
language teaching approach and the informants interpretations of those conflicts.
On the surface it seemed that Vietnamese resistance to adopting the
communicative approach lay squarely with class sizes, grammar based
examinations, lack of exposure to authentic language, etc. However, on closer
investigation it became clear that the Vietnamese teachers would have to make
radical changes to some of their basic cultural beliefs if they wanted to
accommodate the approach being proposed.
The major findings of this work are that, the communicative approach to be
made suitable for Vietnamese conditions it needs to be both culturally attuned and
culturally accepted. As the literature suggests and examples from the informants
indicate, mediating can serve as a useful tool in this endeavor.

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.

Previous Study (6):

Menking (2001):
One of the current approaches to teaching a second language is the
communicative approach.

If the use of communicative approach is going to

continue to improve in Shimane, Japan, there is a need to discover to what extent it

is being used and what is hindering the approach. In an effort to discover the
actual situation, both native and non-native English instructors were asked to
complete the questionnaire. Thirty six out of the forty two instructors at the
universities and junior colleges in the prefecture of Shane, Japan, returned the
questionnaire for a return rate of eighty six percent. Twenty seven out of the thirty
six instructors are Japanese teachers of English. The data was collected using a
series of statements evaluated on a Likert attitudes scale. Based on the responses,
it is apparent that there is broad use of most elements of the communicative
approach, but role is not universally accepted. The study also discovered some
obstacles that hinder the communicative approach.

The largest challenge the

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.

Previous Study (7):

Abd-Al-Magid (2006):
This study is an attempt to determine the impact of the teachers attitudes on
their classroom behavior and therefore, on their implementation of the
communicative approach.
A descriptive case study was conducted at six secondary schools in Harare,
Zimbabwe (as ESL environment) to determine the effect of 38 OLevel English
teachers attitudes on their classroom practices.

Quantitative methods of data

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.

7- The questionnaire was delivered directly by hand to respondents.

8- The questionnaire was collected from the respondents after two days.
9- The researcher categorized the questionnaire, classified them in tables in order
to analysis them.

3.2. Population of the Study:

The population of the study was the English language teachers at

Basic Level schools in Nyala Locality, Southern Darfur State, in the academic year
(2016 2017 ) the size of the proposed population is (88) teachers . They are
distributed in three administered units (Central Nyala, Western Nyala and Southern
Nyala), a sample of (56) teachers was randomly selected for the questionnaire. The
teachers are selected from different categories, some of them are supervisors, and
others are well experts. Some of them work in governmental schools, whether
model or geographical schools. The researcher believes that through these
experiences, these teachers can provide more justified responses to the
questionnaire.
3.3. Instruments of the study:
Questionnaires took a little time and allowed to involve a lot of people in the
study, questionnaires used to find out facts. It did not required direct contact and it
could be answered wherever the subjects preferred.
3.3.1. Questionnaire:
To measure the attitudes of the teachers towards developing speaking skills
through Communicative Language Teaching at basic level school in Nyala
Locality and difficulties face the teachers on implementing CLT , the researcher
used a questionnaire as the main instrument(See Appendix ( A)(P.71) . The
researcher distributed (57) questionnaires in English to different schools in Nyala
Locality with help of Directorate of education and the teachers. The researcher
collected only (56) questionnaires which formed more than 50% of the population.

In developing the questionnaire, the researcher reviewed many questionnaires

Coskum (2011), Chowdhury (2011), Ozsevik (2010), which are based on Likert
Type. The researcher himself constructed most the items, but the other items were
developed and constructed after reviewing the previous questionnaires, and the
personal experience in teaching English. The draft questionnaire was given to (5)
Juries of education at International University of Africa, The National Centre for
Diplomatic Studies and Sudan University of Science and Technology. They
recommended some changes and modifications and suggested the deletion of some
words .the questionnaire contains two sections The first section was teachers
perception about CLT Approach .the second section was the difficulties and
challenges in adopting CLT.(See the appendix No. (A) p. (71).

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

3.3.2 Validation of the Instrument:

To assess the validity of the questionnaire, it is evaluated by experts in areas
of educational research for their comments and recommendations. All of them are
(PH.D) holders. These experts are: Dr. Ahmed Elhaj Omer , head of English
language department ,International University of Africa , Dr. Ayman Hamed Elneil

, head of English language department , college of languages , Sudan University of

Science and Technology (SUST) ,Dr. Taj Elsir Hassan Bashum ,(SUST) ,Dr.
Abdarahman Abulgasim ,(SUST) ,Dr. Yousif Altiraifi Ahmed, (Ministry of
Foreign Affair , The National Centre for Diplomatic Studies ) and approved by Dr.
Kirya Ahmed Nasr , Head of English language Department , Open University of
Sudan.
The experts are supplied with copies of the questionnaire to judge the instrument
validity and suggest any changes that they consider necessary. The questionnaire
was modified according to the judges suggestions (Some words were added, some
difficult or unrelated items were deleted, some items were reconstructed) (See
appendix No. (A) p. (71).
3.3.3. Questionnaire Reliability:
The internal consistency is the second statistical test that used to test the validity of
the questionnaire. The internal consistency indicates the correlation of the total of
each item\ statement with the total degree of the method. It also indicates the
correlation of the total of each method with the total of the questionnaire. The
validity has to be calculated by using Pearson Correlation Coefficients .So to test
the internal consistency of the questionnaire. The researcher calculated Pearsons
Correlation Coefficient for all the questions of each method and the total degree of
the questionnaire. The next tables show that.

Table (3.2)
Correlation Coefficient of each question of the first section about teachers
perceptions about Communicative Language teaching
No Statement

Pearson
Correlation

Teaching should focus on fluency rather than

0.419
accuracy
2 The students should be the center of knowledge 0.374
3 The teacher should spend a lot of time on role
0.710
play/games/group and pair work instead of
explicit
4 The lesson should focus mainly on speaking
0.308
skills
5 The teacher should not correct the students
0.307
mistakes at all unless they cause
communication breakdown
6 The students should be exposed to authentic
0.294
materials language and linguistic material all
the time
7 Language tasks should be meaningful and
0.029
purposeful
8 Communicative language teaching is an
0.093
effective approach for your students
9 Students are able to communicate in a better
-0.114
way when motivated
10 Using target language in classroom as medium 0.446
always helps in learning
11 Students participation helps them to improve
their speaking ability
Source: The researcher from applied study, SPSS package, 2016

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

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
Classes are too large for the effective use of
communicative language teaching (CLT)

There are no examinations to evaluate the

0.654
speaking skill
10 Teachers know what communicative
-0.116
language teaching means
Source: The researcher from applied study, SPSS package, 2016

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

Teachers Perceptions about communicative language

teaching.
2
Difficulties and challenges in adopting communicative
0.830
language teaching.
Source: The researcher from applied study, SPSS package, 2014

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.

4.3. Analysis and interpretation of the questionnaire:

Of a total of (56) questionnaires distributed and they Completed by the
teachers of English language at Nyala locality governmental basic level schools
Questionnaire collected from the teachers and analyzed by statistician. The chisquare used for the data analysis. The findings are discussed according to the
sections of questionnaires and with the reference to the responded of teachers.
4.3.1. Analysis of section one:
Table (4.1)
Descriptive analysis for the items of the first section
Teachers perceptions about Communicative Language Teaching:
No Statement
1 Teaching should focus on
fluency rather than accuracy
2 The students should be the
center of knowledge
3 The teacher should spend a
lot of time on role
play/games/group and pair
work instead of explicit
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

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

linguistic material all the

time
Using target language in
classroom as medium
always helps in learning
Total

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
%

Agree Undecided Disagree

26
5
19
52%
10%
38%

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%

Source: The researcher from applied study, SPSS package, 2016

The table shows the following:
Item one shows that teachers proficiency in spoken English is not sufficient 52% of
the teachers agree; 38% disagree while 10% undecided .Item tow shows that 60%
are agree; 20% are disagree that lack techniques that motivate the learners to
converse
in
the
classroom
while
20%undecided.
.
Responses to item three shows that 64% agree; 20% are disagree while 16%
undecided that there are few opportunities for teachers to get communicative
language teaching training. Items four shows that 72% of teachers believe that
teachers have little time to develop materials for communicative classes 22% are
disagree and only 6% undecided. Responses given to item five show that 86% are
agree , 12% disagree that students lack motivation for developing communicative
competence and about 2% are undecided .Answer related to statement six shows
that 58% agree, 22% disagree and 20% are undecided about teachers rob the
learners time of talking. Statement seven shows that who agree that teachers lack
authentic materials 54% agree; 32% disagree and 14% undecided. Responses to
statement eight shows that 48% agree that there are no examinations to evaluate
the speaking skills, while 40% disagree and 12% undecided.

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

The teacher should

2.22 0.95
20.4
2
spend a lot of time on
role play/games/group
and pair work instead
of explicit teaching
structures
4 The lesson should
1.76 0.93
18.7
2
focus mainly on
speaking skills
5 The teacher should not 1.96 0.98
19.4
2
correct the students
mistakes at all unless
they cause
communication
breakdown
6 The students should
2.34 0.87
17.0
2
be exposed to
authentic materials
language and
linguistic material all
the time
7 Using target language 2.56 0.76
33.7
2
in classroom as
medium always helps
in learning
Source: The researcher from applied study, SPSS package, 2016

0.000

0.000

0.000

0.000

0.000

The table shows the following:

the statistical significance for all the items reached smaller than the level of
significance(0.05),the means of (5)items are significantly greater than the
hypothesized value(2)that indicated all the respondents are agree with these items,
(2)items their means is significantly smaller than the hypothesized value(2).That
indicated all the respondents are disagree with these item respondents .Also we

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

Mean Std. D Chi2

Value
2.14 0.94
13.7

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

examination to evaluate the speaking skills)its mean(2.08) and a standard

deviation(0.94).
4.4. Results:
According to the statically analysis the researcher finds the following results:
1. Teachers attitudes towards the implementation of communicative activities are
positively.
2. There is some difficulties face the communicative activities at basic level
schools in Nyala Locality.
4.5. Discussion:
This section presents a brief summary and a short discussion of the
Findings of the two research questions. It also attempts to explain and
Interpret the results in light of the reviewed literature.

4.5.1. Discussion of the findings of question one:

What are the teachers attitudes towards the implementation of the
communicative approach to develop the students speaking skills?
Results display in the previous chapter show that communicative activities as
techniques used in EFL classrooms has been positively evaluated by the
participants as it is shown in table (4.1),page()this positive attitudes is based on the
high percentage of items(1,2,3,6,7) that show teachers awareness about the positive
attitudes towards communicative language teaching.
This result is in agreement with the results of Omer (2014) indicates that,
communicative activities had impacted positively on teaching the listening and
speaking skills. This also agreed with Al .Twairish (2oo9) who showed the (CA)
had appositive effect on the students listening and speaking skills. This also agreed
with Abd Al Magid (2006) the effective implementation of the communicative

approach was critically dependent on teachers positive attitudes towards this

approach

4.5.2. Discussion of the findings of question two:

(What are the difficulties encountering teachers in adopting communicative
language teaching?)
In the light of the findings of the study, results show that there are real difficulties
encountering implementation of communicative language teaching to develop the
speaking skills.
Statistical data and analyzing point of view indicates there are significant
differences in the responses of teachers with regard to the problems that encounter
the implementation of the communicative language teaching
In their studies Chowdhury (2011), Coskum (2011), Ozsevik (2010). reported that
centralized grammar based exams had negative wash back on the teachers
classroom practices,Similarty this was repeatedly mentioned by the respondent in
this study as one of the major difficulties that prevent them from using (CLT) in
their English classrooms.
In the literature, fewer opportunities for retraining in (CLT) in EFL context.
Chowdhury (2011), Coskum (2011), Ozsevik (2010) it was confirmed that the
responses of the teachers in this study agreed with what was suggested by those
authors in general.
In addition, students low motivation for communicative competence was
identified in the literature as a further significant challenge that needed to be over
come to use (CLT).Chowdhury (2011), Coskum (2011), Ozsevik (2010) pointed
out that students felt that they primarily needed to learn grammar, and thus they did
not have much motivation to develop their spoken English for communicative
purposes. As reported by the teachers in the present study. Learners in Nyala
Locality feel exactly the same way.

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

teachers encounter difficulties in implementing the Communicative Approach to

develop the students speaking skills at Basic Level schools.
Summary:
This chapter has presented the statistical analyses of the question. It has also
examined the research hypotheses and answered the research questions and ends
the discussion.

CHAPTER FIVE

CONCLUSION, RECOMMENDATIONS AND SUGGESTIONS FOR

FURTHER STUDIES

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.

3-Teachers of English are recommended to use the communicative approach,

because it helps to solve the problem of the overcrowded classes and individuals
differences.
4-Teachers of English are advised to be more facilitators than dominators in
communicative classrooms.
Suggestions for supervisors and experts:
1-Supervisors are advised to conduct model lessons at Basic Level classes to show
teachers (practically) how to teach speaking communicatively applying the
teachers role in light of the communicative approach.
2-Experts are advised to conduct training courses to Basic Level teachers of
English to acquaint them with their roles in light of the communicative approach to
teaching speaking.
5.3. Suggestions for Further Studies:
1-How do demographic factors (i.e., age, gender, and years of experience) as well
as the school settings (i.e., public vs. private) affect teachers perceptions and
practice of (CLT) in their English classrooms?
Answers to these questions are useful since this research did not extend the
analysis to determine how much demographic factors and school settings affect
teachers perceptions and use of (CLT) at Basic Level schools in Nyala Locality.
2-What are students perceptions of communicative and non communicative
activities in (EFL) classrooms at Basic Level schools?
The answer to this question can offer important information for teachers and
pedagogues, and help them better understand the needs and interests of learners so
that they can make informed decisions in implementing communicative approach
in their classrooms.
3-Investigating the teachers performance of their roles in light of the
communicative approach to teaching writing skill at Basic Level schools.

References &Appendices

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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

always helps in learning.

11 Students participation helps them to improve their
speaking ability.
Part 2: Difficulties and challenges in adopting Communicative Language
Teaching:

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

21 Teachers know what communicative language

teaching means.

Thank you very much

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

Academic/Administrative Place of work

position
Dr. Kirya Ahmed
Head of English department Open University
Mohammed Nasr
of Sudan
Dr.Ahmed Ali
Head of English department International
Elhaj
University of
Africa
Dr.Yousif Al teraifi Assistance Professor
The National
Ahmed
centre for
Diplomatic
Studies
Dr. Ayman Hamed Head of English department College of
Elneil
Languages
(SUST)
Dr.Taj Elsir Hassan Assistance Professor
College of
Bashum
Languages
(SUST)
Dr.Abdarahman
Assistance Professor
College of
Abulgasim
Languages
(SUST)