Exploring the Teaching of Communicative Grammar in EFL Classes in Benin to Promote Language Use in CBA Context

Abstract

This paper sets out to investigate how communicative grammar can effectively be used in EFL classes in Benin to
promote real language practice. To collect data, instruments such as questionnaires, interview and class observation
were used. The sample of the study consists of twenty purposively chosen secondary EFL teachers (ten of them teach
traditional grammar and ten, communicative grammar) and twenty six students ranging from beginners to advanced
level. The data were analyzed using the SPSS tools, the goal of which is to verify the effectiveness of this approach
over the traditional one.
The findings of the investigation have revealed the following: (i) not many teachers teach communicative grammar
in Benin and those who claim they teach it still have a hazy idea of what it is supposed to be; (ii) communicative
grammar teaching is what is needed to make EFL learning a rewarding experience for students’ effective use of the
language; (iii) both approaches are not mutually exclusive for they can become perfect complements.
The study concluded with some strategies for implementation illustrated by some suggested activities that can
develop students’ communicative strategies and interactional skills.