Problems Faced by Iraqi English Language Teachers in Managing Communicative Language Classroom in Primary Schools

Abstract

Teaching English as a foreign or a second language is a challenge for every teacher whether beginner or experienced, yet rewarding career choice. Everyday teachers face a variety of classroom management problems which they must learn to a constant deal with, adapt to students needs, find solutions to these problems and most important to achieve successful communicative language teaching. Therefore, incorporating the essential features of classroom management like organizing the classroom, planning, using effective materials, choosing appropriate activities etc., would help school teachers to establish effective classroom management system.

The present study aims at investigating problems faced by Iraqi English language teachers in managing communicative language classroom in primary schools. To achieve the aim of the study, a hypothesis has been constructed stating that Iraqi English language teachers face a variety of problems in managing communicative language classroom in primary schools. To verify this hypothesis, a questionnaire of 18 items has been constructed to be distributed to Iraqi English language teachers. The questionnaire is administrated to (40) English language teachers of different primary schools in Diyala and the study has reached to the following results:

1. Item number (4) which reads "It is too difficult to use authentic materials like video programs, magazines, computers, etc. in teaching English."has got higher percentage which is (92%). 2.The item number (14) which reads " Students are at different levels some with quit competent English, some whose English is not very good, and some whose English is only just getting started." has got the second order with a percentage of (87%). 3. The item number (12) stating "students insist to translate what is happening into their native language" has got a percentage of (77%). 4. Five items have got a percentage of (72%), and these items are: (3). The teaching materials are not adequate for achieving successful learning atmosphere. (8). Students keep using their native language. (9). students do not want to talk because they suffer from a fear of making mistakes. (11). The time specified for the lesson is not sufficient for performing a variety of activities. (17).The teachers are used to teach in the traditional way and they feel that they need a training course in communicative language teaching. 5. The items (7, 16) have got a percentage of (62%), these items read: (7). Students are not cooperating with the teacher in directing the lesson. (16).In traditional classroom, the desks are organized in rows and it is difficult to organize group work. 6. The items (13, 18) have got a percentage of (57%), and they read: (13). homework is good for students and the more time they spend working with English, the better they get at it. But the students do not usually do it. (18). The teachers must walk around the room to communicate with students, but because of the large number of students they lose control of the class. 7. Three items have got a percentage of (50%), and these items are: (2). The size of the class is very large to the extent that the teacher faces difficulty in controlling the lesson. (10). It is not possible to conduct a lesson based on small groups instead of the traditional classroom organization. (15). Teachers think that achieving examination results is more important and valued by school than achieving communicative language teaching goals. 8. The items (1, 5) have got a percentage under 50% which is (37%) and these items read (1)" The learning atmosphere is inappropriate for communicative language teaching". (5) "Students lack the motivation for learning English". 9. The item which has got the lowest percentage is (6) which reads" Your English is not good enough for communicative language teaching.", and the percentage is (27%).