标题：An Inquiry on University Level Teachers’ Perceptions and Practices of Communicative Language Teaching in EFL Classes: The Case of Wollega and Ambo Universities
摘要：The objective of this study is to examine university level teachers’ perceptions and practices of CLT in two selected higher institutions in Ethiopia: Wollega and Ambo Universities. To this end, twenty five EFL teachers were selected through census survey and included in the study. Moreover, the study used mixed research method with descriptive design to collect and analyze primary data. The data were collected through multiple instruments: questionnaires, interviews and classroom observation. The instruments were intended to elicit the opinion of respondent teachers. Questionnaire and classroom observations were analyzed quantitatively using percentages and mean counts, while classroom observation was analysed qualitatively based on emerging themes. Thus the findings of the study revealed that: 1) the majorities of informant teachers have good perceptions of CLT principles. 2)the degree of practices of the principles of CLT in the sampled institutions were found to be very weak as a result of: a) large class size, b) lack of appropriate educational resources and facilities, c)learners’ lack of interests in the approach. Thus, the researcher concluded that University teachers do not have perception problems, but a short of realizing their perception to their respective classes. Hence, it was recommended that policies and regulations which promote learners English proficiencies from grass root levels should be put in place; the government, the public and stockholders should equip schools with required educational facilities; the faculty and the departments should keep balance between student allocation per class as per the existing resources; and should follow up the practices at closer range with thrift utilization of the available educational resources and facilities. Index Terms: Teachers, perceptions, practices, communicative language teaching, EFL
