OBSERVATION OF TEACHING METHODOLOGY IN ENGLISH LANGUAGE TEACHING CLASSROOM - A CASE STUDY IN FIVE HIGH SCHOOLS IN ALBANIA

The acquisition of a Second Language, particularly English, has mainly one purpose, that one of achieving communication skills. Therefore, the need for good communication skills in English, has increased the demand for English language teaching all around the world nowadays. A good communication skill is only achieved when we have an accurate command of the language. There are a lot of people today who want to improve their level of English and there are a lot of ways to learn English. First of all being instructed in school, moreover travelling, study abroad or even through media and internet. There is an increasing demand for English which has created an extremely high demand for quality language teaching, materials as well as resources. As McKay (2002) emphasizes, English is the language of globalization, international communication, commerce, trade, tourism, the media and pop culture and there are different motivations for learning it. Therefore, the demand for an appropriate teaching methodology is as high as ever. English teaching in the Albanian context was dominated by grammar and translation teaching method in the 1970s. Later, until the 1990s, there was an improvement on English teaching methods. Since the 1990s, Albanians grew a lot of interest in studying English as a foreign language. New methods were introduced in 2000s which included vocabulary, reading, grammar, language functions, and pronunciation practice. Despite the evolution of the new English curriculum, the state of English teaching in Albania remained based on traditional methods. The aim of this study is to evaluate the English Language Teaching methodology used in the Albanian High Schools as well as it is an attempt to recognize how the modern methodologies develop students’ communicative competence, but also to examine the impact of implementation of innovative teaching approach on students’ motivation and its effectiveness with regard to how the language is taught.