• Avafia Kpoblahoun

  Author

The main focus of this study is to investigate some togolese English as a Foreign Language
(EFL) teachers’ attitudes towards Communicative Language Teaching (CLT) known as a
modern and efficient language teaching approach. The overall objective is to know the context in
which CLT is implementable in the togolese EFL setting. Questionnaires adapted from Karavas-
Doukas (1996) were administrated to 75 secondary school English teachers in Lome, the capital
city of Togo, in order to investigate their attitudes towards the communicative approach. It was
found that the participants were favourable to some of the principles of the communicative
approach namely principles regarding group work and students’ role in the classroom, while
they rather favoured the non-communicative approach as regards error correctness, teachers’
role and the place of grammar in the teaching process. Thus, it was suggested that since the
participants showed positive attitudes towards the communicative and the non-communicative
approaches, the best teaching approach to improve togolese EFL students' proficiency must be a
mixture of the communicative and the non-communicative approaches.

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