Abate, Haregewain2018-06-202023-12-052018-06-202023-12-052008-02http://etd.aau.edu.et/handle/123456789/2048This study was an attempt to investigate the effect of communicative grammar on the grammatical accuracy of students’ academic writing at Grade 11 preparatory secondary schools in Addis Ababa. More specifically, the study addressed the following research questions: (1) what is the effect of communicative grammar on grammar accuracy of students’ writing? (2) What major problems related to teaching communicative grammar in the context of writing did Grade Eleven teachers face during the experiment? (3) What major problems related to learning communicative grammar in the context of writing did Grade eleven students’ face in the experiment? This research project was mainly experimental in design. The purpose of the experiment was to find out the effect of communicative grammar on the grammatical accuracy of students’ academic writing. Pre-test and post-test measures were analyzed using a t-test statistical procedure. In addition, questionnaire, interviews with both students and teachers, and classroom observations were employed in order to obtain data required for the study. The data gathered through different instruments were subjected to both quantitative and qualitative analysis. The study involved three preparatory secondary schools in Addis Ababa: Yekatit 12 Secondary School (for the pilot study), Menilik Secondary School and Addis Ketema Secondary School (for the main study). In each school, one control and one experimental groups were selected. The main subjects of the study were four sections of Grade 11 preparatory students from the two secondary schools. As many as one hundred and five students from the experimental groups took part in filling in the questionnaire. Moreover, 20 students, 10 from each secondary school were randomly selected for interview. The two teachers involved in this research project were also interviewed in order to gather the necessary data for this study. Teaching material which mainly consisted of communicative grammar in the context of writing activities was prepared and used during the experiment. Grade 11 English textbooks and international ELT resource books were the main sources of the grammar items and writing tasks used in the preparation of the teaching material. The grammar exercises appended to the Grade 11 English textbook were used with the control groups. xi The effect of communicative grammar on students’ grammatical accuracy in their writing was examined through the pre-test and the post-test. The results of the pre-test showed that there was no significant difference in the grammar accuracy of the students’ writing between the control and experimental groups prior to the experiment. The results of the post-test in all cases showed that there was a significant difference between the control and experimental groups in grammar accuracy in students’ writing abilities (P<0.05). Questionnaire for students was distributed at the end of the experiment. The data obtained from the students’ questionnaire also indicated that students in the experimental group had a positive attitude towards communicative grammar in the context of writing. The students stated that the activities helped them to improve their grammar accuracy in their writing abilities. The results of the student and teacher interviews and classroom observations further substantiated this finding. On the basis of the findings of the study, it was concluded that communicative grammar in the context of writing could have a great value in improving students’ grammatical accuracy in their writing. Based on this, conclusions and recommendations were made. Some implications have also been drawn from this study.enGrammatical Accuracy of Students’ Academic WritingThesis