Analysing teaching strategies teachers use to develop communicative competence in secondary school english language learners.

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Mwelwa, Wise
Mwanza, David Sani
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International Journal of Humanities Social Sciences and Education (IJHSSE)
English has always been the language of government business, judiciary, media and employment and a compulsory subject from grade five to the final year of secondary education while Zambian languages are used as medium of instruction from grade 1- 4 and as a subject from grade 5-12 and have largely performed the role of preserving Zambian culture and heritage as noted by (Wakumelo 2013). This implies that the teaching of English in schools is of paramount importance. In line with this, the Zambian Senior Secondary School English Language Syllabus recommends two general methodologies, the communicative language teaching approach and Text Based Integrated Approaches. This clearly, entails that communicative competence is the aim of teaching English in Zambian secondary schools, as it is critical for mobility in education and is seen as a symbol of people‟s aspirations for quality in education and a fuller participation in national and international life. However, we did not know what classroom teaching strategies teachers were using to teach English grammar aimed at developing learners‟ communicative competence. The objective was; to analyze teachers‟ classroom teaching strategies aimed at developing communicative competence in learners used during English grammar lessons. The study was qualitative and data were collected through interview guides and classroom observation guides. The sample size was 4 secondary schools, 20 teachers of English and 4 heads of departments. The collected data were analyzed thematically. The findings revealed a number of strategies teachers were employing in teaching English grammar lessons aimed at developing communicative competence in learners which included; group discussions, sentence construction and oral presentations, teacher simulations, brain storming and context based storytelling. However, in 7 out of the 8 lessons observed, teachers were not contextualizing these strategies so as to bring real life application of the grammar learners were learning. In view of these findings; universities and colleges of education should come up with professional development programs aimed at keeping in-service teachers abreast with the recommended methods through short intensive courses during school holiday, schools to intensify on continuations professional development programs
English language--Study and teaching (Primary)--Zambia. , English--Study and teaching(Secondary)--Zambia. , English language--Textbooks--Zambia.