Implementing Communicative Approach In English Language Teaching At Higher Secondary Level In Pakist:Effectiveness And Difficulties

In language teaching and learning process, to evaluate the efficacy ofexisting methodology is a norm rather than exception. New movementsoften begin as a reaction to old ones. Their origins lie in a discontentwith an existing state of affairs (Johnson&Marrow,1981). The use ofcommunicative approach in EFL context has been studied widely and hasremained an issue of much debate for long. There are many researchestaken to estimate its suitablility for the non-native countries, yet there ishardly found any study taken to evaluate its implementation in Pakistan.This was a mixed method research and a triangulation of data source wasapplied to ensure the authenticity of findings. This study sought toinvestigate the prospects of applying communicative approach inteaching English at Higher Secondary level in Pakistan in particular andother levels of education in general. The following research questionswere addressed in this study:Is there any significant difference in students‘achievement andattitude to learning English while teaching through GrammarTranslation Method (GTM) and Communicative LanguageTeaching (CLT) at the higher secondary level of education?What is the current situation of teaching methodology at thehigher secondary level in Pakistan?What is the teachers‘level of understanding of CLT approach andwhat are their perceived difficulties in its implementation inPakistan? What is the impact of examination washback on the teachers‘selection of methodology?Keeping in view the broad spectrum of the research, it was dividedmainly into two parts. The first part included a quasi-experimentalresearch with a purpose to evaluate the effect of applying two distinctteaching methodologies (GTM and CLT) on two groups of students. Apretest, posttest equivalent group design was selected for the study. Thetreatment period was three months. Two factors, the achievement ofstudents and their attitude towards learning English, were investigated.The results indicate that the experimental group outscored control groupin the achievement post-test. The students‘attitude measured on a Likertscale before and after the treatment period also witnessed better resultsafter the experiment in favor of learners placed in the experimentalgroup.The second part of the study explored the possible difficulties inapplying CLT approach in Pakistan. Hence, it sought to investigate theteachers‘understanding of and their perceived difficulties in theapplication of CLT approach, the prevailing situation of teachingmethodology and the difference between public and private sectors, andthe examination washback effect as one of the reasons for teachers‘selection of methodology. The results of survey study indicate teachers‘well awareness of the theory and practice of CLT approach while theirperceived difficulties related to:(A) the nature of CLT approach,(B)problems related to teachers and students (C) the examination system ofPakistan. The preparation for examination was the core interest for theteachers and students. Due to this reason, teachers mostly rely on the use of GTM which ultimately causes hurdle in students‘communicativecompetence. The private school teachers were found comparatively betterin the use of teaching methodology in this study although theirmethodology can also not be termed as CLT in the true sense of meaning,yet there was found a statistically significant difference between the twosectors, public and private. The data from questionnaire, classobservation and interview with teachers indicated that the teachers‘selection of methodology is directly influenced by the thought ofexaminations and that the students‘communicative competence is alsoinfluenced by examinations.It can be concluded from the data of two empirical studies discussedabove that communicative approach is better than the traditional method(GTM) in teaching English at higher secondary level in Pakistan. Theexperimental study included in this research proved the fact that ifprovided with suitable conditions, the Pakistani learners can increasetheir communicative ability. The use of CLT approach has muchprofessed an increased motivation for learning. The survey study alsosignifies the possibility of implementing CLT approach in Pakistan. Therespondent teachers have shown their willingness to incorporatecommunicative activities in class room. They have a good understandingof the use of CLT approach. While the identified impediments inapplying communicative approach are teachers‘lack of training,students‘hesitation in the use of target language, over-crowded classrooms, grammar-based examinations and, the lack of appropriatematerials. However, the teachers in this research were found enthusiasticfor applying communicative approach in the class-room. They were hopeful that the problems associated with the implementation of CLTapproach in Pakistan can be overcome. Recommendations were made onthe basis of findings that include reducing class-size, provision of A/Vaids, teachers‘training, revising examination system and improvingsyllabus design.