COMUNICATIVE APPROACH IN GRAMMAR TEACHING
The subject of the article is grammar teaching in terms of communicative approach. Communicative language teaching (CLT) is the basic constituent of modern foreign language teaching. Implementation of CLT led to a number of changes in teaching strategies. Learners do not just learn from a teacher but do their own information research. Grammatical competence is an important constituent of communicative competence. Learning grammar does not include only rules but use of the rules as a partof fluent communication. Comprehension of grammar material is indispensable. Learning new grammatical patterns is done by means of context when learners try to infer a rulei. e. meaning of a certain grammatical structure from what they read or hear. Teachers have to use different methods based on interaction and life-related situations to help learners acquire new grammar material. CLT requires a creative approach to grammar teaching. Different forms of group work are inescapable. Inductive method is used in new grammar material teaching. There is also a cognitive constituent in teaching grammar, which implies that learners have to perceive new grammatical structure and comprehend it in real-life situations. A teacher is a facilitator for learners helping and guiding them throughout a learning process.
Richards, J. C. (2006), Communicative Language Teaching Today,Cambridge University Press, 1-30. Retrieved from https://www.researchgate.net/publication/242720833_Communicative_Language_Teaching_Today
Vdovin, V. V. (2010).Komunikatyvnyi pidkhid yak optymalnyi zasib vyvchennia inozemnoi movy u VNZ [Commuicative approach as an effective means of foreign language learning]. Natsionalnyi universytet “Lvivska politekhnika”. Retrieved from http://vlp.com.ua/files/07_36.pdf.
Siao-CingGuo. (2013) A Comparison Study of Non-Native Speakers` and Native Speakers` Perceptions toward Communicative Language teaching, GSTF International Journal of Law and Social Sciences (JLSS, 2 (1). Retrieved from http://dl6.globalstf.org/index.php/jlss/article/download/595/611
ChiuYing Wong, C., Barrea-Marlys, M. (2012). The Role of Grammar in Communicative Language Teaching: An Exploration of Second Language Teachers` Perceptions and Classroom Practices. Electronic Journal of Foreign Language Teaching 9 (1), 61-75. Retrieved from https://pdfs.semanticscholar.org/d433/34c3198a9ca14aea60d6f605e51e0daaa423.pdf
Lazutkina,Yu. (2014). Hramatychnyi aspekt vyvchennia inozemnoi movy [Grammatical aspect of foreign language learning].Pedahohichninauky. 61, 120–126. Retrieved from dspace.pnpu.edu.ua/bitstream/123456789/.../Lazutkina.pdf
Damaris Coredero Badilla, Ginneth Pizarro Chacon, Revista de Lenguas (2013).Communicative Grammar: An Effective Tool to Teach a Second Language in Today`s Classes, 18, 267-283. Retrieved from revistas.ucr.ac.cr/index.php/rlm/article/viewFile/.../11620
Newby, D. (2015). The Role of Theory in Pedagogical Grammar: A Cognitive+Communicative Approach. Eurasian Journal of Applied Linguistics 1(2), 13-34). Retrieved from www.ejal.eu/index.php/ejal/article/download/51/16
GOST Style Citations
- There are currently no refbacks.
Copyright (c) 2017 Journal of the National Technical University of Ukraine “KPI”: Philology and Educational Studies
This work is licensed under a Creative Commons Attribution 4.0 International License.
ISSN 2410-8278 (Online), ISSN 2307-1591 (Print)