Faculty of Social Sciences, the Islamia University of Bahawalpur, Pakistan.
Abstract
We live in an age where English is a Lingua-Franca. Consequently, English language learning is a mandatory part of the education system of our country. Hence, students are taught English language according to communicative Language Teaching method in secondary, higher secondary and tertiary level with a view to make them proficient in communicative English. However, the frustrating fact is that they are not achieving the expected communicative competence. This is because teachers are in a never-ending dilemma about what to do; whether to stick to the policy or to go with the flow. This paper aims at exploring the problems the teachers face while teaching English language especially in achieving students’ oral communicative skills. And therefore, it digs out the gaps in the policies and practices that hinder them to develop the expected English proficiency by following the existing education policy. The study has been conducted on 30 teachers from different institutions. The data has been collectedthrough direct fieldwork observation, and interview. In addition, a few recommendations are provided on the basis of the results. This study will hopefully help teachers and policy makers to find some new parameters to increase the quality of English language education aiming at attaining communicative competence
