Structural And Situational Approaches In Developing The Communicative Ability Of Ninth Grade Ethiopian Students In Speaking English

In tht s study an attempt has beer; ;"jade it.) fi nc out whether or not arnSituational Approach is more effective than a Struc .cr a] Approach i~ develop-rn'ing the communicative ability in spe;:tkin~:fn:'lish. Teach inq mater ia'ls ~/erernprepared in line with the principles of th2 S1tuational and the StructuralrnApproaches.rnOne hun~red Grade ~ine students ~ere ranciomely assigned to thernExperimental and the Control Groups. A pr2-te3~ was s~;e~to record thernbackgrounds of th~ students before the ~xperim~nt was started. Their Englishrnproficiency was found to be a~rost the sale.rnAt the end of the instructions of the Experimental Lessons, a posttestrnwas administered to observe the outcome of the Experiment. Thus~ anyrnchange that might cume after the experiment can be atributed to the differencernin methodology. In the scores obtained, as determined by the t-t.est, thernExperimental Group achieved significantly better results that the ControlrnGroup.rnun the bas is of the findings, it is recommended that non-native speakersrnof English should be taught English through the Situational ~pproach torndevelop their communicative competenc~. It is also recommended that morernresearch work should be carried out before ary concrete move is taken

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