Teaching Communicative Grammar to Technical University EFL Learners

Abstract

The paper considers communicative approach to grammar as a means to develop the Technical University EFL learners’ ability to communicate with each other focusing on the language meaning rather than on the form. Although the communicative approach is not ideal, it makes the communication in the classroom natural, thus creating conditions for self-realization, motivation and meaningful language acquisition. The paper establishes principles to be applied when teaching grammar communicatively. They concern two aspects: the grammar material itself and the ways it is taught. Grammar material chosen ought to be relevant to communication in real life situations. Greater attention is to be paid to more frequent and important grammar structures. Teaching methods within the framework of communicative approach to grammar should motivate authentic interpersonal interaction with the priority to fluency over accuracy. To illustrate the principles some communicative grammar activities are presented.

Practicing Communicative Language Teaching Approach of English Grammar Teaching: Teachers’ Perspectives in China Colleges

“…Communicative language teaching (CLT) is an approach to the teaching of second and foreign languages that focuses on meaningful communication in real life as a means and the goal of learning a language (Baydikova & Davidenko, 2019). CLT originated in Europe during the 1970s when the revolution of British language teaching took place and linguists began to focus on communicative competence rather than on grammatical competence which paid much attention to the mastery of structures.…”

“…Klimova, Klimova, and Dubinka (2019) and his team studied how to improve students' communicative ability in business English, and they found CLT as the main teaching method that could help learners apply vocabulary and grammar structures accurately and spontaneously in speech. Baydikova and Davidenko (2019) tried to propose some specific principles for teaching communicative grammar and his study focused on the pre-communicative activities and communicative activities in class. This study concluded that CLT was a method to improve EFL learners' competence to interact in different contexts which simulated real-life interaction, motivated students' communication, and implied language for meaningful uses (Baydikova & Davidenko, 2019).…”

“…Baydikova and Davidenko (2019) tried to propose some specific principles for teaching communicative grammar and his study focused on the pre-communicative activities and communicative activities in class. This study concluded that CLT was a method to improve EFL learners' competence to interact in different contexts which simulated real-life interaction, motivated students' communication, and implied language for meaningful uses (Baydikova & Davidenko, 2019).…”

“…Interestingly, it is believed that CLT should be considered efficient if the class and activities are properly designed, and techniques are well applied. Baydikova and Davidenko (2019) points out that CLT has advantages when lecturers follow some specific principles: First, the teaching material should be relevant to its communicative function and situation; second, students should be involved in real-life contexts with meaningful communication. It can also be inferred from their study that pre-communicative activities are quite important to lay a foundation for students' accurate and fluent language production in communicative activities, such as matching, blank filing, sentence constructing, etc.…”

Learning Speaking Through Communicative Grammar On Systematic Functional Linguistics (SFL)

“…By applying those steps, the students can implement their grammar usage knowledge into conversation. Baydikova & Davidenko (2019) emphasized that teaching language focuses on using it in communication to boost speaking fluency. It would be meaningful rather than learning the form of it.…”