The Use of the Communicative
Approach in Teaching English in
Secondary Schools in Kinshasa: The
Case of Adventist’s Secondary School /
INAKI
Academic Year: 2024-2025
General Introduction
Background of the Study
English has become a global language of communication, science, technology, and
education. In the Democratic Republic of Congo (DRC), although French is the official
language, English is taught as a foreign language in secondary schools. Traditional teaching
methods in Kinshasa schools have often been grammar-based, focusing more on rules than
on practical communication. However, the Communicative Approach (CA) emphasizes
interaction, real-life communication, and learner participation, which makes it more
effective for developing speaking and listening skills.
Problem Statement
Despite the recognized importance of English in today’s world, many Congolese secondary
school students still graduate with poor communicative competence in English. At the
Adventist’s Secondary School (INAKI), as in many schools in Kinshasa, English teaching is
still largely dominated by traditional methods. The question that arises is whether the
Communicative Approach is being effectively implemented and what impact it has on
students’ learning outcomes.
Research Questions
1. To what extent is the Communicative Approach used in teaching English at INAKI?
2. What are the challenges faced by teachers in applying the Communicative Approach?
3. How does the use of the Communicative Approach influence students’ motivation and
performance in English?
Hypothesis
If teachers at INAKI effectively apply the Communicative Approach in English classes, then
students’ communicative competence will significantly improve compared to traditional
methods.
Objectives of the Study
- To examine the extent of the use of the Communicative Approach in teaching English at
INAKI.
- To identify the challenges encountered by teachers in applying this method.
- To evaluate the impact of the Communicative Approach on students’ motivation and
performance.
- To provide recommendations for improving English teaching practices in Kinshasa
secondary schools.
Significance of the Study
This research will help teachers understand the importance of adopting more interactive
methods such as the Communicative Approach. It will also provide insights for educational
authorities and policymakers to support modern teaching practices that can enhance
students’ proficiency in English.
Scope and Limitations
The study is limited to the Adventist’s Secondary School (INAKI) in Kinshasa. It focuses on
English teaching in secondary classes and does not cover other subjects. Due to time and
resource constraints, the research relies mainly on questionnaires, interviews, and
classroom observations conducted within a single institution.
Chapter I: Literature Review
This chapter reviews the main theoretical concepts related to the Communicative Approach
in teaching English. It defines key terms, presents the historical background of the method,
and discusses its principles, advantages, limitations, and findings from previous studies.
1.1 Definition of Key Concepts
The Communicative Approach (CA) is a method of teaching languages that emphasizes
interaction as both the means and the ultimate goal of learning. It contrasts with traditional
methods, which focus primarily on grammar and translation. Key concepts include
communicative competence, fluency, accuracy, and learner-centered teaching.
1.2 Historical Background of the Communicative Approach
The CA emerged in the 1970s as a response to dissatisfaction with the grammar-translation
and audio-lingual methods. Scholars like Hymes (1972) introduced the idea of
'communicative competence,' highlighting that language learning should go beyond
grammatical rules to include the ability to communicate in real contexts.
1.3 Principles of the Communicative Approach
- Language is best learned through communication.
- Classroom activities should involve real-life tasks.
- Students should be encouraged to interact and negotiate meaning.
- Teachers act as facilitators rather than mere transmitters of knowledge.
1.4 Advantages and Limitations
Advantages: Promotes active learning, improves fluency, motivates students, and reflects
real-world communication. Limitations: Requires well-trained teachers, small class sizes,
and sufficient resources, which are not always available in Kinshasa schools.
1.5 Previous Studies
Previous studies have shown that students taught with CA often demonstrate better oral
proficiency than those taught with traditional methods. However, challenges remain,
especially in resource-limited contexts.
Chapter II: Research Methodology
This chapter explains the design, participants, instruments, and procedures used in this
study.
2.1 Research Design
The study adopts a case study design, focusing on INAKI as a representative secondary
school in Kinshasa.
2.2 Population and Sampling
The population includes English teachers and students at INAKI. A purposive sample of 4
teachers and 40 students was selected.
2.3 Research Instruments
The instruments used were questionnaires (for students), interviews (for teachers), and
classroom observations.
2.4 Data Collection Procedures
Data were collected through structured classroom observations, distribution of
questionnaires, and semi-structured interviews.
2.5 Data Analysis Methods
The data were analyzed qualitatively and quantitatively. Questionnaire results were
summarized using descriptive statistics, while interviews and observations were analyzed
thematically.
Chapter III: Presentation of Findings
This chapter presents the findings from the field research conducted at INAKI.
3.1 Description of the Research Context
INAKI is a private Adventist secondary school in Kinshasa with a strong emphasis on
discipline and academic performance.
3.2 Analysis of Classroom Practices
Observations revealed that teachers often combined traditional grammar explanations with
communicative activities such as role-plays, group discussions, and dialogues.
3.3 Teachers’ Perceptions
Interviews with teachers showed that they recognized the value of the CA but mentioned
challenges such as large class sizes, lack of teaching aids, and limited training.
3.4 Students’ Attitudes and Performance
Students expressed a preference for interactive activities and demonstrated better
performance in speaking and listening tasks when communicative methods were used.
3.5 Summary of Results
Overall, the findings indicate a partial implementation of the CA at INAKI, with positive
effects on students’ motivation and performance, despite structural challenges.
Chapter IV: Discussion and Interpretation
This chapter discusses the findings in light of the literature reviewed.
4.1 Comparison with Literature
The results align with previous studies highlighting that CA improves communicative
competence. However, as in other African contexts, implementation challenges limit its full
effectiveness.
4.2 Challenges in Applying CA
Key challenges include large class sizes, insufficient materials, and inadequate teacher
training.
4.3 Possible Solutions and Strategies
Training programs, smaller class sizes, and the provision of teaching aids could enhance the
application of CA at INAKI.
4.4 Implications for English Teaching
The findings suggest that policymakers should support the integration of CA in the national
curriculum to improve students’ English proficiency.
General Conclusion
This study examined the use of the Communicative Approach in teaching English at INAKI.
It found that while the method is partially applied, it significantly enhances students’
motivation and performance. The hypothesis was confirmed: effective use of CA improves
communicative competence. However, challenges such as large classes and limited
resources hinder its full application.
Recommendations:
- Teachers should receive more training in CA.
- Class sizes should be reduced to allow effective interaction.
- Educational authorities should provide more resources and materials.
Suggestions for Further Research:
Future studies could compare CA with other methods across different schools in Kinshasa
to provide broader insights.
Bibliography & Webography
Brown, H. D. (2007). Principles of Language Learning and Teaching. Pearson.
Harmer, J. (2015). The Practice of English Language Teaching. Pearson Longman.
Hymes, D. (1972). On Communicative Competence. In J. B. Pride & J. Holmes (Eds.),
Sociolinguistics. Penguin.
Richards, J. C., & Rodgers, T. (2014). Approaches and Methods in Language Teaching.
Cambridge University Press.
Webography:
https://www.teachingenglish.org.uk
https://www.cambridge.org
https://www.britishcouncil.org
