Abstract:
The purpose of this study is to investigate the use of the teacher-centered methods in teaching English for communicative purposes.
The researcher chooses the descriptive analytical research to collect the data. The study instruments are teacher questionnaire for the secondary level English teachers' also the researcher build a check list for classroom observation, it consists of the main characteristics of the communicative teaching method. The three main cores in the check list are: classroom activities, classroom language and classroom managements. Further the researcher interviewed some English language teachers' from the public secondary schools within Khartoum State. This study attempts to explore:
The extent to which the Sudanese English teachers adhered to the teacher-centered methods and, whether the present teaching methods adopted by Sudanese teachers' relevant to the needs of the learners' of English also, whether the classroom activities bring about the desired effect of enhancing the communicative competence among secondary schools learners of English and, finally exploring the rationales' behind the teachers' selection of certain teaching methods in preference to others.
The research sample consists of 100 English teachers from the public secondary schools in Khartoum State in the academic year 2014 -2015.
The research finds that there is a strong focus on grammar and vocabulary meanings and no chance is given for learners' use the language. The methods' of teaching used need to be made more relevant to the needs of the learners'. English teachers' choose the teaching methods that contribute in students' gaining high marks in the subject without paying enough attention to enhancing their communicative competence. There is no use of language games, role-playing or pair work which is clear features of communicative classes.
The researcher recommends that, English teachers' should take an eclectic view in the previous methods according to the learners' needs.
Researches should be conducted in the field of Teaching English as foreign language suggesting certain models for the teaching of grammar and vocabulary communicatively.
