شبكة المعلومات العربية التربوية

During the last nine years of this century, radical changes in TEFL have taken place all over Iraqi schools. There has been a shift of emphasis from linguistic competence to communicative competence, from frontal teaching to group work, from form to meaning, and from accuracy to fluency ,i.e., there has been a move back from teaching grammar for its own sake. If grammar is to be taught, it has to be used in everyday communication. Therefore, this research has been talked to shed the light on the areas of difficulty Iraqi teachers may face in teaching this new communicative syllabuses. It also aims at identifying and classifying these difficulties. To fulfill this aim, a sample of 100 teachers of English at the primary and secondary schools in Diyala governorate are considered to be the subjects of this research. A scaled questionnaire as an instrument of measurement is used in this research to be an investigatory tool. The results of this research proves that the hypothesis of this study is verified and accepted which reads that Iraqi teachers of English face difficulties in teaching communicative English syllabuses. (Published abstract)