Abstract:
This study aims at investigating the impact of explicit grammar instruction on EFL learner’s oral communication skills; it also aims at discovering the least minimum amount of English language that EFL learners are exposed to, due to this explicit way of grammar instruction – which is-(A case study for the 3rd form Sudanese secondary schools students at White Nile State (WNS) and Khartoum State (Khs).
The population of the study are Sudanese secondary schools English teachers and the third form Sudanese secondary schools Ss, mainly third form (Ss), and the sample of the study is (100) secondary schools Sudanese students, and (60) English language teachers at Sudanese secondary schools, besides (20) practitioners and experts in the field of ELT as interviewees, and the tools whereby the researcher collects the data are:
(1) Teachers’ questionnaire (appendix A)
(2) Learners’ questionnaire (appendix B)
(3) Structured interview (appendix C)
(4) Observation schedule (appendix D)
The researcher follows the descriptive analytical approach.
The findings of this study show that explicit grammar instruction has a negative effect on EFL learners’ oral communication skills, and it also exposes them to the least minimum amount of language to acquire.
The study ends up with a list of a set of recommendations; hopefully that the policy makers could take care for and make decisions about. The study also suggests some topics for further studies.
