Causes of Using Translation Method in Teacher English Grammar at Secondary School Level

Abstract

This study aims at investigating the reasons that make Sudanese English language teachers at secondary school level stick to Grammar Translation Method which hinders the students to express themselves fluently.Also aims at investigating difficulties which hinder secondary school students in performing their interaction and activities in large classrooms. In order to achieve that, the researcher used descriptive analytical method as a frame of inquiry and statistical analysis. The Statistical Packages for Social Sciences (SPSS) program was used to indicate the stability of the scale, the validity of the study and the benefit of the study. The sample of the study consisted of two categories, the first one is the sample of the males and females teachers which was chosen randomly to make the total (sixty) from the whole population (six hundreds males and females) in secondary school level in Khartoum town in Khartoum locality .The second sample comprises supervisors. Their number is (five) from the whole population (twenty-five). The researcher designed questionnaire of sixteen statements for English language teachers in Khartoum locality to cover the areas of interaction, the methods of teaching and visual aids. The collected data was analyzed by using computer program. The results were presented in form of frequency and percentage tables. The findings which the researcher gained at the end of investigation with the value of Chi-square supported the study hypotheses. These findings which are the most corresponding to data collected by the questionnaire are stated as follows: 1- The first finding states that (85%) of the respondents agree that the majority of Sudanese E.F.L. teachers face difficulties in teaching English language in secondary school level. 2- The second finding states that (86%) of the respondents agreed that there are some methods that are entirely ignored by Sudanese E.F.L. teachers. 3- The third finding states that (75.8%) of the respondents agreed that the eclectic technique is not given enough focus by teachers. 4-The fourth finding states that (85%) of the respondents agreed that the majority of the E.F.L. teachers face difficulties to apply eclectic technique in large classes when teaching English Language at secondary school level.