An investigation of the english language communicative ability of pupils in two Nairobi primary schools

Abstract

This study set out to investigate the English language communicative ability of the upper primary school learners, in two Nairobi schools. The study used a sample of schools in an attempt to identify the present level of language ability among our learners in relation to the current English language syllabus, using the banding assessment scale. The study also aimed at explaining what is meant by "communicative ability" in English. It has tried to create an awareness on the communicative approach and how it can be incorporated into the existing syllabus. The research advocates for an alternative procedure of evaluating language ability, the criterion-referenced measurement, which is learner-centered. It is revealed within the study, that the current language ability among the upper primary learners is still far below the expected standard. The study is therefore important, in the sense that it has certain implications for an adaptable teaching methodology, material design and evaluative procedures.