Dedication

To my father, my mother,

my sisters and brothers,

my husband,

and to my friends

i
 Acknowledgements

After my thank 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. Finally I would like to thank all my faithful friends who
helped, encouraged and motivated me to continue this research.

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 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 facing 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 facing 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.

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iv
 Table of Contents

Dedication i
Acknowledgements ii
Abstract (English) iii
Abstract (Arabic) iv
Table of Contents v
List of Tables viii
Chapter One: Introduction
1.0.Background of the Study 1
1.1.Statement of the Problem 2
1.2.Objectives of the Study 3
1.3.Questions of the Study 3
1.4.Hypotheses of the Study 4
1.5.Significance of the Study 4
1.6.Methodology of the Study 4
1.7.Limits of the Study 5
1.8. List of terms and Abbreviations 6
1.9.Summary 7
Chapter Two: Literature Review and Previous Studies
2.0.Introduction 8
2.1.Methods of English Language Teaching before 8
communicative Approach
2.2.The Grammar Translation Method 8
2.3.The Direct Method 10
2.4.The Audio Lingual Method 11
2.5.Total Physical Response 11
2.6.Suggestoppedia 12
2.7.The Silent Way 12
2.2.Communicative Language Teaching 13
2.2.1.History of CLT 13
2.2.2.Definition of CLT 13
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2.2.3Communicative Competence 14
2.2.4.Characteristics and Principles of CLT 16
2.2.5.The Communicative Classroom 17
2.2.6.Teacher and Student 19
2.2.7.Communicative Activities for Speaking 20
2.2.7.1.Information Gap Activities 22
2.2.7.2.Jigsaw Activities 22
2.2.7.3.Communicative Games 23
2.2.7.4. Story Telling 23
2.2.7.5.Group Work 23
2.2.7.6.Discussion Activity 24
2.2.7.7.Role Play Activity 24
2.3.English Language Teaching in the Sudan 25
2.3.1.History Background of English Language Teaching 25
in the Sudan
2.3.2.Teaching of English Language after the Sudanese 25
Independence to Present Study
2.4.Previous Studies 29
2.4.1.Summary of the previous Studies 35
Chapter Three: Methodology
3.0.Introduction 37
3.1.Research Design 37
3.2. Population of the Study 38
3.3.Instruments of the Study 38
3.3.1.Questionnaire 38
3.3.2.Validation of the Instrument 39
3.3.3.Questionnaire Reliability 40
Summary 44

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 Chapter Four: Data Analysis, Results and Discussions
4.0.Introduction 45
4.1.Data Analysis Procedure 45
4.2.Application of the Studys Tool 45
4.3.Analysis and Interpretation of the Questionnaire 46
4.3.1.Analysis of Section One 46
4.3.2.Analysis of section Two 48
4.4.Resultes 55
4.5.Discussion 55
4.5.1.Discussion of the Findings of Question One 55
4.5.2. Discussion of the Findings of Question Two 56
4.6.Findings 65
Summary 58
Chapter Five: Conclusions, Recommendation and
Suggestions for Further studies
5.0.Introduction 59
5.1.Conclusion 59
5.2.Recommendations 59
5.3.Suggestions for Further Studies 60
References 61
List of Appendices
No Appendix Page
1 Appendixes(A) 65
Validation of the Research Tool
2 Appendixes(B) 68
Teachers Questionnaire

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 List of Figures
No topic Page
1 Descriptive Analysis for the first Section 52
2 Descriptive Analysis for the second Section 54
List of Tables
Table Topic Page
(3.1) Sections of the Questionnaire. 39
(3.2) Correlation Coefficient of each question of the 40-41
first section about teachers perceptions about
Communicative Language teaching
(3.3) Correlation Coefficient of each question of the 42
second section about difficulties and
challenges in adopting communicative
language teaching

(3.4) Cranachs Alpha for each domain of the 43

questionnaire and the entire questionnaire

(4.1) Descriptive analysis for the items of the first 46-47

section Teachers perceptions about
Communicative Language Teaching
(4.2) Descriptive analysis for the items of the 48-49
second section
Difficulties and challenges in adopting
Communicative Language Teaching.

(4.3) Mean Std. deviation and Chi Value Test for 50-51
Part 1
(4.4) Mean Std. deviation and Chi Square Test for 53
Part 2

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