Teacher’s methodology as a tool to enhance communicative competence and speaking skill in 9th graders students in Santa Marta

Learning English as a second language and to be a proficient user of English are the main goals for many students who use this language for different purposes. This study was conducted at two public institutions in the Cultural, Historical and Tourist District of Santa Marta. This inquiry was developed with a total population of 31 girls and 21 boys. The observations in the school number one, were developed during the first part of the first semester (2018), with a population of 18 girls and 10 boys; ages range between 13 and 17; meanwhile, the observations in the school number 2, were developed in the second semester of the same year, with a population of 13 girls and 11 boys; ages range between 13 and 17. The main objective of this study was to investigate the effects of the teacher’s methodology in the student’s communicative competences and oral skills development. This study was conducted under the following research question: How does the methodology used in the classroom affect the oral interaction in the light of communicative competences in a 9th grade students in Santa Marta?; focusing on those methodological aspects than can help or hinder the development of speaking skill in two groups of 9th graders students in Santa Marta. A case study was conducted under a participatory perspective of the qualitative research, and some instruments such as interviews and class observations were used for collecting data. Analysis of class observations, student’s and teacher’s interviews revealed that some methodological aspects used by the teacher in the classroom, such as the excessive use of traditional way of teaching, the overuse of the grammar aspects of the language, the excessive use of L1 in the English class