Learning Speaking Through Communicative Grammar On Systematic Functional Linguistics (SFL) (original) (raw)
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Efficacy of Teacing Grammar Communicatively at University Level: A Case Study
VFAST Transactions on Education and Social Sciences, 2023
This work is licensed under a Creative Commons Attribution 3.0 License. INTRODUCTION. A traditional way of teaching grammar has been in practice at educational institutions in the interior parts of Pakistan in which the pattern of teaching is merely imposing rules of a language. Bano et al. (2022) mentions that most of the EFL teachers use traditional methods of teaching which results in less productive classrooms in Pakistan. It is the concern of ESL teachers to make grammar teaching to form correct sentences and make it communicative (Bancolé-Minaflinou, 2018). On the contrary, the traditional method of teaching grammar hardly assists ESL learners to make the use of grammar in their spoken and written English. In this globalized world things are changing rapidly and so is the case with teaching in which outdated methods of teaching grammar can hardly be useful for ESL learners. In Pakistani EFL context, a new method of teaching grammar is required Shamim-ur-Rasool (2021). Concerning the use of communicative teaching of grammar, it is generally believed that traditional grammar teaching can be overcome and replaced by considering form, content and use of grammar in the life situation. Generally, one of the most effective ways of teaching is to engage the learners in which they undergo learning of specific aspects of that particular language as learning takes place more effectively by doing but not by saying. Furthermore, the research studies have concluded that learning a language requires practical approaches in which the learners go through the practical process of learning. Learning achieved through practical approaches becomes more effective than the one which is obtained through cramming. Additionally, this study is an attempt to investigate how far the communicative approach to teaching grammar becomes useful. The findings of the study can be useful for in-service teachers of English in various contexts where rule-based teaching is predominant. Significance of the Study The study can be useful where the methods of teaching grammar are predominantly traditional. By the use of communicative approach, ESL teachers will be able to influence the learning outcomes of ESL learners significantly. Besides, the standard of teaching grammar at university level can be modified as the concern of teachers will be the practical aspects of grammar teaching. In this way, there can a positive impact on the learning outcomes of ESL students in the sense that they will be able to utilize the obtained learning in their oral and written communication. Research Questions Research questions set for this study are mentioned as follows. 1. What are the drawbacks of traditional grammar teaching at the university level? 2. How can communicative grammar teaching be effective at the University level?
As globalization spreads investigation of the teaching of English grammar in the ESL/EFL context is of critical interest to learners. This comparative study examined the place of grammar in the ESL context; described the kind of grammar that is used by teachers to design teaching activities in ESL classes; and discusses the implications for English grammar teaching with regards to the investigator " s own experiences. Data was collected by recording observations of teaching methods during ESL Cookery lessons, using a notebook and pen. The two teachers of the class were also interviewed. The results showed that the chosen grammatical teaching strategies were effective in this classroom in that they engaged students in interactive and contextual learning.
Communication and linguistics studies, 2018
The present study aims at investigating the effectiveness of the communicative approach on teaching grammar and language activities. The sample of the study consists of 193 (male and female students) of general English language at Read Sea University, Faculty of Arts and Humanities for the academic year 2012/2013. It is a mixed method research design "mixing both methods", using descriptive and interpretive analysis. A descriptive-correlation design was employed among the samples of the study to find out the effectiveness of communicative approach in teaching grammar and language activities, a student's pre-test and post-test and teachers' questionnaire were used for data collection. The data was analyzed by using a variety of statistical methods. The analysis of the data has focused on verifying the effectiveness of the communicative approach in understanding grammar and language activities compared to traditional approaches. The results of the investigation have revealed the following: a. Using the communicative approach in second language teaching is more effective in understanding grammar and language activities than traditional approaches. b. The Communicative approach is more sufficient in learning than other approaches. The study concluded with some recommendations.1. Language lab is important in order to provide learners with opportunities to be exposed to the target language as used by native speakers. 2. It is useful for EFL teachers to follow training courses in applying CA principles as other countries 3. Finally, further researches which are related to the communicative approach are suggested.
USING COMMUNICATIVE APPROACH IN TEACHING ENGLISH GRAMMAR
Language teaching works as means to provide access to knowledge and consequently to different ways of thinking, creating, feeling, acting, and conceiving reality. To learn a language, the student needs to use the grammatical rules in contexts that show a level of linguistic competence, in other words, it is impossible to learn a language without learning its structure. However, many current grammar classes in Vietnam still adapt the traditional teaching method, which may demotivate the students in learning English grammar and prevent them from improving their communicative skill. On the other hand, there is a widespread belief that Communicative Language Teaching does not include any grammar. In fact, the belief that CLT eclipsed attention to grammar is only partly true, since although CLT syllabuses are organized according to categories of meaning or functions, they still have a strong grammar basis (Thornbury, 1999); that is to say, the functions into which CLT syllabuses are organized are connected with their correspondent grammatical points. This paper shares some points of view on the role of Grammar in English Teaching and the current situation of Grammar Teaching, and then looks briefly at the advantages of implementing the Communicative Language Teaching (CLT) in the traditional grammar lessons, and the way it makes the students learn a second language in an interactive, creative and communicative classroom environment.
Combining Form and Function in Language Teaching: Teaching Grammar Communicatively
Journal Polingua : Scientific Journal of Linguistics, Literature and Education
The ongoing debate concerning the best method to apply in language teaching, especially in English as Second Language andForeign Language context has been lasting for about forty years now. The first side of debaters is the supporters of form-focusedlanguage teaching method, and the other side is the supporters of function-focused method. In teaching practice, the form-focused methodviews teaching grammar and all its grammatical rules as an absolute requirement while the function-focused method believes thatacquiring good communicative skill in target language is the ultimate goal in second language learning. Both sides claim that the methodthey use in the teaching practice as the best way to make learners acquire the target language well. Despite the advantages offered by eachmethod, some researchers, however, find out that each method is actually not free from weaknesses. By realizing the weakness of eachmethod, it seems rational for not standing on one method only in the languag...
Communicative Grammar: An Effective Tool to Teach a Second Language in Today’s Classes
Revista De Lenguas Modernas, 2013
This paper looks briefly at the advantages of implementing the Communicative Language Teaching (CLT) in the traditional grammar lessons, and the way it makes the students learn a second language in an interactive and creative classroom environment. Also, it discusses current teaching strategies and the methodological transformation of grammar in the language courses. Data was collected through a mixed investigation, which includes information extracted from a student's survey and some other digital resources, and that was synthesized and analyzed by the researchers with the main objective of, with the results, helping English teachers at Universidad Nacional to improve their grammar lessons through the use of the Communicative Language Teaching (CLT) approach.
So far the students of Le Hong Phong Junior High School have been taught grammar with GTM (Grammar-Translation Method), which just prepares learners for conventional grammar-paper tests. Despite their considerable knowledge of grammar, the students fail to use the language they have learnt to communicate in real-life situations. The purpose of this study was to investigate whether the communicative grammar teaching method was effective in terms of students' grammatical knowledge and oral communication, and their attitudes towards this teaching method. The results of the study highlight the treatment on both grammatical knowledge and oral communication as well as positive attitudes from the students. These lead to two major conclusions that the communicative grammar teaching indeed helped the students improve their grammar competence and use it effectively in communication, at least in oral production. Besides, this implementation appealed the students' interest in grammar lessons.
A communicative approach to teaching grammar: theory and practice
The English Teacher, 2006
Since the introduction of Communicative Language Teaching (CLT), many textbooks have been written to incorporate communicative activities, authentic materials and personalized contexts. However, where the teaching and learning of grammar is concerned, most textbooks do not reflect CLT principles. As demonstrated in this paper, grammar activities in some Malaysian and Taiwanese textbooks retain the structural method of teaching grammar. This paper suggests five methods so that grammar activities can be made more communicative by retaining some practices of the structural syllabus.
A COMMUNICATIVE APPROACH TO TEACHING GRAMMAR: THEORY AND PRACTICE 1
Since the introduction of Communicative Language Teaching (CLT), many textbooks have been written to incorporate communicative activities, authentic materials and personalized contexts. However, where the teaching and learning of grammar is concerned, most textbooks do not reflect CLT principles. As demonstrated in this paper, grammar activities in some Malaysian and Taiwanese textbooks retain the structural method of teaching grammar. This paper suggests five methods so that grammar activities can be made more communicative by retaining some practices of the structural syllabus.
The Grammar Translation Method and the Communicative Approach have both played important roles in grammar teaching. Which is better, the Grammar Translation Method or the Communicative Approach? This paper aims to compare the controllability and feasibility of these two approaches and find out which one is more suitable for grammar teaching in Taiwan. Two classes were selected and taught by the Grammar Translation Method and the Communicative Approach respectively. The college admission test showed that they share a similar level of the overall English proficiency before the intervention. The pre-test demonstrated that there wasn't any distinction between the two classes in their grammatical competence. The post-test embodied that there was significant difference in their grammatical competence between the two classes. The scores of the students in the Experimental Class were higher than that in the Control Class. The result showed that grammar teaching in the framework of the Grammar Translation Method is better than the Communicative Approach. Nevertheless, the Communicative Approach emphasizes fluency and the Grammar Translation Method is concerned with accuracy. Fluency and accuracy are the target for English learning. So the best way to improve the situation is to combine both methods in teaching English Grammar.