Assessing the Practice of Grammar Teaching Techniques: The Case of Kellem Wollega Preparatory Schools

Abstract

A crucial aspect of effective communication in any language is mastering the ability to use it without making grammatical errors. More often than not, teaching the grammar of a particular language to non-native speakers is complicated by deviations from the familiar grammatical style of their native language. As a result, it becomes necessary to design and explore techniques that allow better imprinting and appreciation of the new language. This article examined techniques for teaching English grammar in six government preparatory schools in the Kelem Wollega area of the regional state of West Oromia in Ethiopia. To collect data for the study, participant observation, questionnaires, and interviews were used. The data collection included a holistic approach involving both students and teachers. The grammar courses offered are not meaningful in allowing students to express their interests, feelings, and attitudes towards the use of the target structures. However, the inability of students to produce precise sentences in their speech points to ineffective teaching practice and a communication gap in the teaching-learning process. Mechanical exercises led to meaningful and communicative activities in daily grammar teaching in the classroom. So, it will be helpful to the student for learning the scientific and technological terms. In this work, solutions have been proposed to solve the problems and improve the teaching-learning experience more effective for understanding science and technology.