The Effect of Communicative Approach on Students’ Speaking Skills: The case of Wolaita Sodo University, Ethiopia
Wubalem Girma Giday1, Itishri Sarangi2
1Wubalem Girma Giday, P.H.D, Kalinga Institute of Industrial Technology, Deemed University Bhubaneswar, India.
2Itishri Sarangi, Professor, School of Humanities, Kalinga Institute of Industrial Technology, Deemed University, Bhubaneswar, India.
Manuscript received on 15 May 2019 | Revised Manuscript received on 22 May 2019 | Manuscript Published on 08 June 2019 | PP: 77-82 | Volume-8 Issue-7C May 2019 | Retrieval Number: G10130587C19/19©BEIESP
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open-access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Communicative approach has been acknowledged and generally recognized by numerous researchers and expertise. In Ethiopia, numerous schools and learning organizations have additionally embraced this methodology in instructing language. In spite of being extolled by numerous researchers, this study endeavors to additionally investigate the effect of Communicative approach on students’ speaking skills. This study aims to look at the effect of the communicative approach adopted in ‘I only speak in English’ program which was designed by English Language Improvement Center (ELIC) of Wolaita Sodo University-Ethiopia on students’ speaking skills among the members after the length of one year. The information for this investigation incorporates consequences of pre-test and post-test, casual meetings via interview protocol and observations from the teachers. The results show constructive outcome of the methodology on learners talking abilities.
Keywords: Communicative Approach, Teachers, Students, Language, Communication.
Scope of the Article: Communication