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Assessment of Communicative Language Teaching (CLT) on The Communicative Competence in English of Secondary School Students

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– Assessment of Communicative Language Teaching (CLT) on The Communicative Competence in English of Secondary School Students –

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Abstract

The study was undertaken to examine the impact of Communicative Language Teaching (CLT) on the communicative competence in English of SS11 Students in Funtua, Katsina State.

A quasi-experimental design was employed in the study. The population of the study comprised all SS11 students in the nine public secondary schools in Funtua, Katsina State.

For valid and reliable result, a purposive sampling technique was employed for the sample population in two schools; Government Girls‘ Secondary School (senior), Funtua (N=10) and Government College (Day wing-Senior), Funtua (N=10).

More so, the frame-work of the study on communicative competence was adopted in two of the four areas of communicative competence; linguistic and sociolinguistic competence.

Subjects‘ responses on four different tasks; description, debate, story-telling and role-play were recorded and transcribed and the data collected were analysed using both descriptive and inferential statistics.

In order to find out the significant levels of relationship that exists between the variables stated in the study, Harmonic Mean and ANOVA (Analysis of Variance) were used.

Introduction

1.1 Background of the Study

In a country where English is considered an official language, the acquisition of adequate oral skill for attaining acceptable level of communicative competence is required.

A mastery of spoken language is highly desirable yet, its teaching and learning is faced with many problems especially at the secondary school level of education.

The reason is that many students come into school with insufficient language knowledge. However, for fear of making mistakes and being mocked, some students feel rather timid in participating in oral tasks.

Thus, learning English as a target language is compulsory because the majority of students at the tertiary level of education may not have ample opportunity to learn English language again in a formal situation except it is a course they were admitted to study or as a minor course.

Interestingly, to have a very good command of English is very advantageous in many ways.

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