International Journal of Language & Literature

An Exploration of The Challenges that Teachers Encounter in Enhancing Learners’ Communicative Competence in English Language through Communicative Activities in Three Selected High Schools
Sekoai Elliot Nkhi, Thapelo Vincent Lebona

Abstract
This study explores the challenges that teachers encounter in enhancing learners’ communicative competence in English Language. The study was conducted in three high schools in the Maseru District, and the design of the study necessitated the adoption of qualitative approach in order to probe the multifaceted phenomenon of English language teaching in its natural setting (the classroom situation). Data in this study were collected through face-to-face interviews with (n=9) teachers from three selected high schools. The findings of the study reveal that English Language teachers employ traditional teaching approaches in their classrooms due to a number of reasons. One of the reasons is that teachers do not teach according to the Curriculum and Assessment Policy standards because the LGCSE English Language Syllabus only accommodates writing and reading, and thus leaves out the other skills; speaking and listening which is why many students are communicatively incompetent. It is hoped that the study will encourage critical reflection from the LGCSE English Language Syllabus developers to equally assess all the four language skills, so that teachers cannot focus on teaching learners for examinations but towards enhancement of learners’ communicative competence in English language.

Full Text: PDF      DOI: 10.15640/ijll.v10n2a5