Grammar is the basic of a language. Without learning grammar language learning is incomplete. Now a day, communicative English has diminished the importance of teaching grammar. As a result, proper English learning is being hampered in many levels. Learners are using English without learning it. Communicative English has strengthened the speaking skills of the learners. But without proper use of Grammar non-native learners are not being able to write in English as much as they speak. Of course, linguistic competence and communicative competence is not the same thing but without one the other is vague. The misconception about the implementation of the modern method Communicative Language Teaching (CLT) is that it does not incorporate Grammar. From this misconception Grammar is being ignored and it has become important to bring about a change in the selection and grading procedures of communicative grammar teaching materials. This paper deals with the importance of explicit and implicit grammar, suggestion about the implementation of strong and weak version of CLT, needs analysis, selection and grading procedures to choose appropriate materials for teaching communicative English grammar in different levels of CLT classroom in Bangladesh.
CODE SWITCHING IN EFL CLASSROOM: TEACHER'S ATTITUDEJoy Avelino
This document discusses code-switching in the English language classroom in Malaysia. It defines code-switching as the alternating use of two or more languages in the same conversation. The study observed two English teachers and identified several functions of their classroom code-switching. Both teachers had positive attitudes towards code-switching and felt it could help students understand when used sparingly. They primarily code-switched to reiterate messages, qualify meanings, use interjections, and transfer subconscious linguistic markers from their native Malay language.
This study aims at explaining the confusion that led by the misuse of English grammatical structures when conveying meanings in written English texts. Indicating how committing certain errors in written English structures constrains Sudanese English learners’ performance. Investigating English grammatical structures experienced by Sudanese learners who are preparing to graduate with B.A. in English. Therefore, the roles that grammatical structures play in models of communicative competence are discussed in this paper. Additionally, the study explains the role of mastering these structures in communicative purposes. The obtained results revealed that Sudanese students are incompetent in using grammar well enough for some real-communicational purpose. Grammatical structures play a role in language communicative competence for the learners of English language. Learners’ mastery of the language communicative ability is affected when language learners are unable to successfully communicate in L2 without cultural knowledge of what is considered appropriate according to a particular context in the target language.
This document summarizes a research study on the difficulties of learning English idioms for non-native speakers and strategies to address these difficulties. The study explored the categories of idioms that create challenges, and suggested strategies like choosing idioms frequently used in the target language and discussing idioms to contrast literal and figurative meanings. The strategies discussed teaching idioms by defining them in context, using situational examples, drawing pictures, and acting them out dramatization to help learners understand idiomatic meanings.
This document discusses different settings for second language learning, including natural acquisition settings, structured-based instructional settings, and communicative instructional settings. It outlines key differences in how language is presented and practiced in each setting. The document also discusses factors that influence language learning like teaching methods, language input, authentic vs non-authentic language examples, and the balance between complexity, accuracy and fluency in the classroom.
1) The document discusses a study that compared the effectiveness of input-oriented tasks (like glossing) and output-oriented tasks (like gap-filling and composing) on improving EFL learners' vocabulary.
2) 64 Iranian EFL learners were divided into two groups - one received input tasks and the other received output tasks over 15 sessions.
3) Both groups showed improvement on a vocabulary test, but the study found no significant difference between the groups, suggesting that neither input nor output tasks were superior for vocabulary learning.
This document discusses different types of language input that can contribute to second language acquisition (SLA). It examines pre-modified input, interactionally modified input, and modified output as three potential sources of comprehensible input according to some researchers. Pre-modified input involves modifying language before learners see or hear it. Interactionally modified input refers to modifications made during interaction with native or proficient non-native speakers. Modified output occurs when learners modify their language in response to input through interaction. The document also discusses other potential types of input like incomprehensible input and comprehensible output that may enhance SLA. It concludes that while language input is important for SLA, different types of input beyond just comprehensible input can support
This document discusses a study that investigated the impact of English metaphorical awareness on vocabulary retention in 60 intermediate EFL learners in Iran. The experimental group received 20 minutes of tasks involving pictorial idioms, poems, and matching for 16 sessions to increase their metaphorical awareness, while the control group received regular vocabulary exercises. The experimental group significantly outperformed the control group on tests of vocabulary retention, supporting the positive impact of metaphorical awareness training. Prior research suggests metaphorical awareness can help EFL learners better understand polysemic words and idioms by recognizing conceptual metaphors.
CODE SWITCHING IN EFL CLASSROOM: TEACHER'S ATTITUDEJoy Avelino
This document discusses code-switching in the English language classroom in Malaysia. It defines code-switching as the alternating use of two or more languages in the same conversation. The study observed two English teachers and identified several functions of their classroom code-switching. Both teachers had positive attitudes towards code-switching and felt it could help students understand when used sparingly. They primarily code-switched to reiterate messages, qualify meanings, use interjections, and transfer subconscious linguistic markers from their native Malay language.
This study aims at explaining the confusion that led by the misuse of English grammatical structures when conveying meanings in written English texts. Indicating how committing certain errors in written English structures constrains Sudanese English learners’ performance. Investigating English grammatical structures experienced by Sudanese learners who are preparing to graduate with B.A. in English. Therefore, the roles that grammatical structures play in models of communicative competence are discussed in this paper. Additionally, the study explains the role of mastering these structures in communicative purposes. The obtained results revealed that Sudanese students are incompetent in using grammar well enough for some real-communicational purpose. Grammatical structures play a role in language communicative competence for the learners of English language. Learners’ mastery of the language communicative ability is affected when language learners are unable to successfully communicate in L2 without cultural knowledge of what is considered appropriate according to a particular context in the target language.
This document summarizes a research study on the difficulties of learning English idioms for non-native speakers and strategies to address these difficulties. The study explored the categories of idioms that create challenges, and suggested strategies like choosing idioms frequently used in the target language and discussing idioms to contrast literal and figurative meanings. The strategies discussed teaching idioms by defining them in context, using situational examples, drawing pictures, and acting them out dramatization to help learners understand idiomatic meanings.
This document discusses different settings for second language learning, including natural acquisition settings, structured-based instructional settings, and communicative instructional settings. It outlines key differences in how language is presented and practiced in each setting. The document also discusses factors that influence language learning like teaching methods, language input, authentic vs non-authentic language examples, and the balance between complexity, accuracy and fluency in the classroom.
1) The document discusses a study that compared the effectiveness of input-oriented tasks (like glossing) and output-oriented tasks (like gap-filling and composing) on improving EFL learners' vocabulary.
2) 64 Iranian EFL learners were divided into two groups - one received input tasks and the other received output tasks over 15 sessions.
3) Both groups showed improvement on a vocabulary test, but the study found no significant difference between the groups, suggesting that neither input nor output tasks were superior for vocabulary learning.
This document discusses different types of language input that can contribute to second language acquisition (SLA). It examines pre-modified input, interactionally modified input, and modified output as three potential sources of comprehensible input according to some researchers. Pre-modified input involves modifying language before learners see or hear it. Interactionally modified input refers to modifications made during interaction with native or proficient non-native speakers. Modified output occurs when learners modify their language in response to input through interaction. The document also discusses other potential types of input like incomprehensible input and comprehensible output that may enhance SLA. It concludes that while language input is important for SLA, different types of input beyond just comprehensible input can support
This document discusses a study that investigated the impact of English metaphorical awareness on vocabulary retention in 60 intermediate EFL learners in Iran. The experimental group received 20 minutes of tasks involving pictorial idioms, poems, and matching for 16 sessions to increase their metaphorical awareness, while the control group received regular vocabulary exercises. The experimental group significantly outperformed the control group on tests of vocabulary retention, supporting the positive impact of metaphorical awareness training. Prior research suggests metaphorical awareness can help EFL learners better understand polysemic words and idioms by recognizing conceptual metaphors.
This study examined the impact of cohesive devices in English textbooks on Iranian high school students' reading comprehension. 64 students were divided into experimental and control groups. The experimental group read passages from a textbook that highlighted cohesive devices, while the control group practiced past exam questions. Both groups took a pre-test and post-test of reading comprehension. Results of t-tests and effect size calculations showed that the experimental group performed significantly better on the post-test, indicating that exposure to cohesive devices in texts helped improve their reading comprehension. A correlation also suggested that students with higher English proficiency benefited more from the cohesive devices. The findings suggest explicit instruction of cohesive devices could aid EFL reading comprehension.
This document discusses applying Bloom's Taxonomy of educational objectives to grade English texts in terms of difficulty for non-native English translators. The study had 30 Iranian English translation students take a translation test with 6 passages graded based on the cognitive processes (knowledge, comprehension, application, etc.) required. Results found translator performance quality aligned with expected difficulty based on Bloom's levels, except for the synthesis text. The findings support using Bloom's Taxonomy to assess translation quality and reliability, and to teach translation skills.
This document discusses bringing discourse analysis into the language classroom. It makes three key points:
1) Discourse analysis requires a change in perspective where communication, not just language, is the focus of study. This reflects how language is actually used.
2) There are three premises to consider when bringing discourse analysis to the classroom: a) communicative competence, b) considering context, language variation and real data, and c) the negotiation of intentions and interpretation.
3) Specific concepts from discourse analysis can be introduced to help students reflect on discourse and communication, and guidelines are provided for designing a language syllabus with a discourse-based approach.
This document provides an introduction to a coursebook on translation principles for students in Vietnam. It discusses the need for translation textbooks in Vietnamese universities and the goals of this particular unit, which are to introduce basic translation principles, help students avoid errors, provide useful English sentence patterns, and include translation exercises. The unit is designed to be used for self-study or in a classroom. It aims to keep technical terms to a minimum and provide Vietnamese meanings for any specialized vocabulary. The coursebook includes lessons on translation theory and 20 translation assignments. Upon completing the course, students will gain a general knowledge of translation principles and become familiar with applying English sentence patterns in their own translations.
Discourse Competence and Its Cultivating Strategies in English Major Instruct...inventionjournals
As an indispensable part of language competence, discourse competence is difficult to develop because of its lack of the teaching target orientation in the English instruction of English major in China’s universities, which has led to a lack of clarity of teaching and assessment goals. For this case, this paper examines the definitions of discourse competence, illustrates the connotations of discourse competence, and proposes that discourse competence should be established in English Syllabus for English Major of Colleges and Universities in China. Then the paper proposes the effective strategies for cultivating discourse competence from the following aspects: increasing teachers’ awareness of discourse competence and discourse teaching, strengthening teacher training to increase their own discourse competence, compiling textbooks with features of discourse competence training, and implementing discourse-based approach to English teaching.
Students attitude towards teachers code switching code mixingSamar Rukh
This document summarizes a study that examined business students' attitudes toward their teachers' use of code-switching between English and the local language (Urdu) in class, and the impact of this on the students' English language learning. Quantitative and qualitative data was collected through questionnaires given to 100 business students and 6 English teachers at universities in Sargodha, Pakistan. The findings from the student questionnaire showed that most students had a positive attitude toward their teachers' code-switching and believed it helped their understanding and strengthened their English. The teacher questionnaire explored the teachers' views, with most believing code-switching facilitated clearer communication and instruction. In conclusion, the study found that business students generally viewed teachers' code-switch
This document summarizes key points from Chapter 5 of the book "Teaching Languages to Young Learners" by Lynne Cameron regarding teaching grammar to young language learners. It discusses that grammar is best taught embedded within meaningful topics and contexts using modeling, drawings, and body language. It also notes that young learners first learn language as chunks and formulas before consciously learning rules, and that grammar construction evolves from these chunks. The document contrasts theoretical linguistics with pedagogical grammars and notes factors like hypothesis testing, errors, and L1 transfer that influence the development of an "internal grammar".
The document discusses the different perspectives on what constitutes grammar. It describes prescriptive grammars which define rules of correctness, and descriptive grammars which aim to describe how language is used. Applied linguistics focuses on pedagogical grammars for language learners. Theoretical models of grammar, like Chomsky's generative grammar and Hymes' functional model, influence applied linguistics. Descriptive grammars aim to describe language as used but must consider both spoken and written forms. The relationship between grammar and vocabulary is interdependent, and language consists of prefabricated chunks where the boundary is blurred. Views of grammar have changed over the years to recognize its complex and multidimensional nature in teaching.
This comparative essay analyzes views on language learning strategies for speaking skills from two books. Rebecca Oxford's book emphasizes language learning strategies and their importance for developing communicative competence. She describes direct strategies like memory, cognitive, and compensation strategies. Brian Tomlinson's book emphasizes the role of grammar for spoken language and introduces features like "tails." While Oxford focuses on strategies, Tomlinson emphasizes constructing materials that expose learners to key spoken language features. Both provide guidance for teachers in developing speaking abilities in learners.
11.language input and second language acquisitionAlexander Decker
This document discusses different types of language input that can contribute to second language acquisition. It identifies three main types: pre-modified input, which is language input that has been simplified before being provided to learners; interactionally modified input, which emerges through negotiation of meaning between interlocutors to aid comprehension; and modified output, which occurs when learners modify their language production in response to interaction. The document reviews research supporting these three types of comprehensible input and their role in facilitating second language acquisition. It also notes that while input is widely seen as important for SLA, theories differ in how central a role they attribute to input.
The Effect of Instructional Methods and Locus of Control on Students’ Speakin...iosrjce
The aims of this study was to determine the effect of teaching methods and locus of control on
students' ability to speak in English. This study used an experimental method with 2 x 2 factorial design
involving 44 students of class IX SMA 01 Cibinong Bogor, West Java. In determining the sample, the
researchers used a technique multi-stage cluster random sampling, ie 22 students as the experimental group
were treated by using the Direct Method and 22 students as a control group treated with the use of Grammar
Translation Method (GTM). For collecting data, researchers used to test the ability to speak and questionnaire
variables for variable locus of control were further analyzed using ANOVA Two Paths and followed by Tuckey
test. The findings show that: (1) The ability to speak the students taught by using the Direct Method is higher
than those taught using grammar translation method (GTM); (2) Students with internal locus of control has the
ability to speak better than those who an external locus of control; (3) Students with internal locus of control
are taught using the Direct Method has a significant difference in the ability to speak with those who taught
Grammar translation is by using Method (GTM); (4) Students are taught with external locus of control by using
the direct method is no different with them yag taught using translation Grammar Method (GTM); (5) There is
an interaction between teaching methods and locus of control on their speaking ability
The document discusses input, interaction, teacher talk, and foreigner talk in second language acquisition. It summarizes theories that comprehensible input and interaction are important for acquisition. Teacher talk is simplified language used by teachers to aid comprehension, while foreigner talk refers to modifications native speakers make when addressing non-native speakers. Both teacher talk and foreigner talk aim to facilitate understanding through simplification and other adjustments based on the listener's language level.
1) The document discusses input and interaction in second language acquisition. It defines input as the language directed at the non-native speaker through listening and reading. Input must be comprehensible and slightly above the learner's level.
2) The document also examines Stephen Krashen's Input Hypothesis which posits that language is acquired through comprehensible input that is one stage above the learner's current ability.
3) Interaction involves face-to-face communication between language learners and promotes language development through receiving feedback and negotiating meaning.
Negotiation of meaning involves interactions between speakers to achieve mutual understanding. It is a key process in second language acquisition, as it provides comprehensible input through modifications and adjustments during interaction. Research has found that classroom activities that encourage negotiation of meaning, such as information gap tasks, provide greater benefits to learners' development of communicative competence.
Interaction and second language acquisition: an ecological perspectiveVera Menezes
This document discusses interaction and second language acquisition from an ecological perspective. It argues that interaction is essential for language acquisition, as humans have an innate drive to socially interact. While classroom interaction is important, experiences outside the classroom through interaction in natural environments and mediated interactions enabled by technology can also greatly contribute to second language acquisition. The conclusion advocates for teachers to help students broaden their opportunities for interaction beyond the classroom to explore new linguistic worlds.
This document discusses research on second language reading. It addresses several areas of interest in L2 reading, including its importance for academic learning and ability to learn independently. Key differences between L1 and L2 reading are identified, such as differing language proficiency levels and socio-cultural backgrounds. Several aspects of L2 reading are then examined in more detail, including word recognition, vocabulary knowledge, use of context, reading rate and fluency, and the role of metacognition. Research findings on each of these topics are presented and sometimes conflicting findings are noted. Throughout, the document emphasizes that results from L1 reading research may not directly apply to L2 reading due to important linguistic and individual differences between the two.
This document discusses the history and evolution of different approaches to teaching English as a foreign language. It begins by explaining how applied linguistics and TEFL were initially considered the same field. It then outlines four main approaches chronologically: 1) Grammar translation focused on rules and vocabulary translation with little speaking practice. 2) The direct method banned first language use and focused on immersion. 3) The natural approach emphasized meaningful input with no error correction. 4) The communicative approach shifted focus to real-world tasks and communication over grammatical forms. Each brought benefits but also limitations for developing language skills.
The document summarizes the origins and development of research on interaction and second language learning. Early studies examined modifications in native speaker (NS) input to non-native speakers (NNS) and differences between baby talk and foreigner talk. Later research found NS modifications could negatively impact NNS participation and argued NNS-NNS interactions provide more opportunities for negotiation of meaning. Additional studies explored the importance of learner output in interaction and comprehensible output for second language acquisition.
An evaluation of_communicative_language_teaching_in_bangladeshAbdus Sobhan
This document summarizes a study that evaluates Communicative Language Teaching (CLT) in Bangladesh. The study uses a mixed methodology including questionnaires and interviews to examine CLT implementation at the secondary level. Specifically, it aims to understand teachers' perceptions of CLT principles, whether they have moved from traditional teaching views, and what training is needed for successful CLT. The summary identifies challenges implementing CLT in Bangladesh and objectives to improve English teaching and learning based on observations of teachers, students, teaching methods and materials.
This document discusses the background and evolution of Communicative Language Teaching (CLT) as a methodology for teaching English. It describes three phases:
1) Traditional approaches up until the late 1960s focused on grammatical competence and accuracy through drills and repetition.
2) Classic CLT emerged in the 1970s-1990s and emphasized communicative competence, meaning-focused classroom activities like groupwork, and new facilitator roles for teachers. It moved away from deductive grammar instruction.
3) Current CLT since the late 1990s continues to use communicative principles but incorporates a wider variety of approaches, with both accuracy and fluency remaining as goals. Process-based methods like task-based and
1) The document discusses four common misconceptions about Communicative Language Teaching (CLT): that it means not teaching grammar, teaching only speaking, that pair work means role play, and that it expects too much from teachers.
2) It explains that while CLT de-emphasized grammar teaching initially, grammar is important for communication and can be taught retrospectively by having students discover rules after exposure.
3) Speaking is important but CLT also values other skills; pair work allows student choice but role plays may limit this. CLT expects teachers to facilitate more student time for various types of communication.
This study examined the impact of cohesive devices in English textbooks on Iranian high school students' reading comprehension. 64 students were divided into experimental and control groups. The experimental group read passages from a textbook that highlighted cohesive devices, while the control group practiced past exam questions. Both groups took a pre-test and post-test of reading comprehension. Results of t-tests and effect size calculations showed that the experimental group performed significantly better on the post-test, indicating that exposure to cohesive devices in texts helped improve their reading comprehension. A correlation also suggested that students with higher English proficiency benefited more from the cohesive devices. The findings suggest explicit instruction of cohesive devices could aid EFL reading comprehension.
This document discusses applying Bloom's Taxonomy of educational objectives to grade English texts in terms of difficulty for non-native English translators. The study had 30 Iranian English translation students take a translation test with 6 passages graded based on the cognitive processes (knowledge, comprehension, application, etc.) required. Results found translator performance quality aligned with expected difficulty based on Bloom's levels, except for the synthesis text. The findings support using Bloom's Taxonomy to assess translation quality and reliability, and to teach translation skills.
This document discusses bringing discourse analysis into the language classroom. It makes three key points:
1) Discourse analysis requires a change in perspective where communication, not just language, is the focus of study. This reflects how language is actually used.
2) There are three premises to consider when bringing discourse analysis to the classroom: a) communicative competence, b) considering context, language variation and real data, and c) the negotiation of intentions and interpretation.
3) Specific concepts from discourse analysis can be introduced to help students reflect on discourse and communication, and guidelines are provided for designing a language syllabus with a discourse-based approach.
This document provides an introduction to a coursebook on translation principles for students in Vietnam. It discusses the need for translation textbooks in Vietnamese universities and the goals of this particular unit, which are to introduce basic translation principles, help students avoid errors, provide useful English sentence patterns, and include translation exercises. The unit is designed to be used for self-study or in a classroom. It aims to keep technical terms to a minimum and provide Vietnamese meanings for any specialized vocabulary. The coursebook includes lessons on translation theory and 20 translation assignments. Upon completing the course, students will gain a general knowledge of translation principles and become familiar with applying English sentence patterns in their own translations.
Discourse Competence and Its Cultivating Strategies in English Major Instruct...inventionjournals
As an indispensable part of language competence, discourse competence is difficult to develop because of its lack of the teaching target orientation in the English instruction of English major in China’s universities, which has led to a lack of clarity of teaching and assessment goals. For this case, this paper examines the definitions of discourse competence, illustrates the connotations of discourse competence, and proposes that discourse competence should be established in English Syllabus for English Major of Colleges and Universities in China. Then the paper proposes the effective strategies for cultivating discourse competence from the following aspects: increasing teachers’ awareness of discourse competence and discourse teaching, strengthening teacher training to increase their own discourse competence, compiling textbooks with features of discourse competence training, and implementing discourse-based approach to English teaching.
Students attitude towards teachers code switching code mixingSamar Rukh
This document summarizes a study that examined business students' attitudes toward their teachers' use of code-switching between English and the local language (Urdu) in class, and the impact of this on the students' English language learning. Quantitative and qualitative data was collected through questionnaires given to 100 business students and 6 English teachers at universities in Sargodha, Pakistan. The findings from the student questionnaire showed that most students had a positive attitude toward their teachers' code-switching and believed it helped their understanding and strengthened their English. The teacher questionnaire explored the teachers' views, with most believing code-switching facilitated clearer communication and instruction. In conclusion, the study found that business students generally viewed teachers' code-switch
This document summarizes key points from Chapter 5 of the book "Teaching Languages to Young Learners" by Lynne Cameron regarding teaching grammar to young language learners. It discusses that grammar is best taught embedded within meaningful topics and contexts using modeling, drawings, and body language. It also notes that young learners first learn language as chunks and formulas before consciously learning rules, and that grammar construction evolves from these chunks. The document contrasts theoretical linguistics with pedagogical grammars and notes factors like hypothesis testing, errors, and L1 transfer that influence the development of an "internal grammar".
The document discusses the different perspectives on what constitutes grammar. It describes prescriptive grammars which define rules of correctness, and descriptive grammars which aim to describe how language is used. Applied linguistics focuses on pedagogical grammars for language learners. Theoretical models of grammar, like Chomsky's generative grammar and Hymes' functional model, influence applied linguistics. Descriptive grammars aim to describe language as used but must consider both spoken and written forms. The relationship between grammar and vocabulary is interdependent, and language consists of prefabricated chunks where the boundary is blurred. Views of grammar have changed over the years to recognize its complex and multidimensional nature in teaching.
This comparative essay analyzes views on language learning strategies for speaking skills from two books. Rebecca Oxford's book emphasizes language learning strategies and their importance for developing communicative competence. She describes direct strategies like memory, cognitive, and compensation strategies. Brian Tomlinson's book emphasizes the role of grammar for spoken language and introduces features like "tails." While Oxford focuses on strategies, Tomlinson emphasizes constructing materials that expose learners to key spoken language features. Both provide guidance for teachers in developing speaking abilities in learners.
11.language input and second language acquisitionAlexander Decker
This document discusses different types of language input that can contribute to second language acquisition. It identifies three main types: pre-modified input, which is language input that has been simplified before being provided to learners; interactionally modified input, which emerges through negotiation of meaning between interlocutors to aid comprehension; and modified output, which occurs when learners modify their language production in response to interaction. The document reviews research supporting these three types of comprehensible input and their role in facilitating second language acquisition. It also notes that while input is widely seen as important for SLA, theories differ in how central a role they attribute to input.
The Effect of Instructional Methods and Locus of Control on Students’ Speakin...iosrjce
The aims of this study was to determine the effect of teaching methods and locus of control on
students' ability to speak in English. This study used an experimental method with 2 x 2 factorial design
involving 44 students of class IX SMA 01 Cibinong Bogor, West Java. In determining the sample, the
researchers used a technique multi-stage cluster random sampling, ie 22 students as the experimental group
were treated by using the Direct Method and 22 students as a control group treated with the use of Grammar
Translation Method (GTM). For collecting data, researchers used to test the ability to speak and questionnaire
variables for variable locus of control were further analyzed using ANOVA Two Paths and followed by Tuckey
test. The findings show that: (1) The ability to speak the students taught by using the Direct Method is higher
than those taught using grammar translation method (GTM); (2) Students with internal locus of control has the
ability to speak better than those who an external locus of control; (3) Students with internal locus of control
are taught using the Direct Method has a significant difference in the ability to speak with those who taught
Grammar translation is by using Method (GTM); (4) Students are taught with external locus of control by using
the direct method is no different with them yag taught using translation Grammar Method (GTM); (5) There is
an interaction between teaching methods and locus of control on their speaking ability
The document discusses input, interaction, teacher talk, and foreigner talk in second language acquisition. It summarizes theories that comprehensible input and interaction are important for acquisition. Teacher talk is simplified language used by teachers to aid comprehension, while foreigner talk refers to modifications native speakers make when addressing non-native speakers. Both teacher talk and foreigner talk aim to facilitate understanding through simplification and other adjustments based on the listener's language level.
1) The document discusses input and interaction in second language acquisition. It defines input as the language directed at the non-native speaker through listening and reading. Input must be comprehensible and slightly above the learner's level.
2) The document also examines Stephen Krashen's Input Hypothesis which posits that language is acquired through comprehensible input that is one stage above the learner's current ability.
3) Interaction involves face-to-face communication between language learners and promotes language development through receiving feedback and negotiating meaning.
Negotiation of meaning involves interactions between speakers to achieve mutual understanding. It is a key process in second language acquisition, as it provides comprehensible input through modifications and adjustments during interaction. Research has found that classroom activities that encourage negotiation of meaning, such as information gap tasks, provide greater benefits to learners' development of communicative competence.
Interaction and second language acquisition: an ecological perspectiveVera Menezes
This document discusses interaction and second language acquisition from an ecological perspective. It argues that interaction is essential for language acquisition, as humans have an innate drive to socially interact. While classroom interaction is important, experiences outside the classroom through interaction in natural environments and mediated interactions enabled by technology can also greatly contribute to second language acquisition. The conclusion advocates for teachers to help students broaden their opportunities for interaction beyond the classroom to explore new linguistic worlds.
This document discusses research on second language reading. It addresses several areas of interest in L2 reading, including its importance for academic learning and ability to learn independently. Key differences between L1 and L2 reading are identified, such as differing language proficiency levels and socio-cultural backgrounds. Several aspects of L2 reading are then examined in more detail, including word recognition, vocabulary knowledge, use of context, reading rate and fluency, and the role of metacognition. Research findings on each of these topics are presented and sometimes conflicting findings are noted. Throughout, the document emphasizes that results from L1 reading research may not directly apply to L2 reading due to important linguistic and individual differences between the two.
This document discusses the history and evolution of different approaches to teaching English as a foreign language. It begins by explaining how applied linguistics and TEFL were initially considered the same field. It then outlines four main approaches chronologically: 1) Grammar translation focused on rules and vocabulary translation with little speaking practice. 2) The direct method banned first language use and focused on immersion. 3) The natural approach emphasized meaningful input with no error correction. 4) The communicative approach shifted focus to real-world tasks and communication over grammatical forms. Each brought benefits but also limitations for developing language skills.
The document summarizes the origins and development of research on interaction and second language learning. Early studies examined modifications in native speaker (NS) input to non-native speakers (NNS) and differences between baby talk and foreigner talk. Later research found NS modifications could negatively impact NNS participation and argued NNS-NNS interactions provide more opportunities for negotiation of meaning. Additional studies explored the importance of learner output in interaction and comprehensible output for second language acquisition.
An evaluation of_communicative_language_teaching_in_bangladeshAbdus Sobhan
This document summarizes a study that evaluates Communicative Language Teaching (CLT) in Bangladesh. The study uses a mixed methodology including questionnaires and interviews to examine CLT implementation at the secondary level. Specifically, it aims to understand teachers' perceptions of CLT principles, whether they have moved from traditional teaching views, and what training is needed for successful CLT. The summary identifies challenges implementing CLT in Bangladesh and objectives to improve English teaching and learning based on observations of teachers, students, teaching methods and materials.
This document discusses the background and evolution of Communicative Language Teaching (CLT) as a methodology for teaching English. It describes three phases:
1) Traditional approaches up until the late 1960s focused on grammatical competence and accuracy through drills and repetition.
2) Classic CLT emerged in the 1970s-1990s and emphasized communicative competence, meaning-focused classroom activities like groupwork, and new facilitator roles for teachers. It moved away from deductive grammar instruction.
3) Current CLT since the late 1990s continues to use communicative principles but incorporates a wider variety of approaches, with both accuracy and fluency remaining as goals. Process-based methods like task-based and
1) The document discusses four common misconceptions about Communicative Language Teaching (CLT): that it means not teaching grammar, teaching only speaking, that pair work means role play, and that it expects too much from teachers.
2) It explains that while CLT de-emphasized grammar teaching initially, grammar is important for communication and can be taught retrospectively by having students discover rules after exposure.
3) Speaking is important but CLT also values other skills; pair work allows student choice but role plays may limit this. CLT expects teachers to facilitate more student time for various types of communication.
Applied linguistics Session 5-6_31_10_2021 Approaches & Methods in ELT 2.pdfDr.Badriya Al Mamari
This document provides an overview of the Situational Language Teaching (SLT) approach. SLT was developed in the 1930s-1960s and emphasized teaching language through spoken practice of grammatical structures in real-world situations. Key aspects included using visual aids to introduce vocabulary and grammar points gradually, practicing through repetition and substitution drills, and focusing on automatizing basic sentence patterns to develop reading and writing skills. SLT viewed language learning as habit formation and the teacher's role was to model structures and conduct drills to build accurate speech habits.
This document discusses the communicative language teaching (CLT) approach. It emphasizes that CLT focuses on interaction as both the means and ultimate goal of language learning. It views language as a social practice for communication. The goals of CLT are to enable students to communicate in the target language by providing opportunities to use language communicatively. Students practice communication through activities like games and problem-solving tasks using authentic materials. The teacher facilitates communication and interaction between students. Errors are tolerated as students practice communicating meaning over strict accuracy.
The Communicative Approach emphasizes interaction and communication as both the means and goal of language learning. It developed in response to criticisms of previous audiolingual and situational teaching methods. Key aspects of the Communicative Approach include focusing on communicative competence over grammatical rules, using functional and notional categories to organize syllabi, and incorporating meaningful, task-based learning activities. Proponents argue this makes language learning more relevant, motivating, and learner-centered. However, critics note it may neglect formal language structures and be difficult to implement in some classrooms. Overall, the Communicative Approach aims to make language teaching more functional and interactive.
This document discusses strategies for teaching speaking skills. It begins by noting that speaking proficiency is a major concern for many language learners and teachers. However, grammar and vocabulary often receive more focus than speaking skills. The document then explores several strategies teachers can use to develop students' speaking abilities, including:
1. Using activities that combine language input and opportunities for students to communicate, in order to move beyond just learning forms to practicing communication.
2. Helping students learn scripts for common speaking situations and strategies for clarification, to build confidence in managing conversations.
3. Creating role-plays and discussions that simulate real-world contexts and tasks, allowing students to practice a range of communicative functions.
This document discusses strategies for teaching speaking skills. It begins by noting that speaking proficiency is a major concern for many language learners and teachers. However, grammar and vocabulary often receive more focus than speaking skills. The document then explores several strategies teachers can use to develop students' speaking abilities, including:
1. Using activities that combine language input and opportunities for students to communicate, in order to move beyond just learning forms to practicing communication.
2. Helping students build stocks of minimal responses and familiarizing them with common conversational scripts to increase confidence and participation.
3. Teaching clarification strategies so students are comfortable acknowledging misunderstandings.
4. Creating information-gap and role-playing activities
Communicative Language Teaching (CLT) is an approach that emphasizes using language for real communication. It grew from dissatisfaction with prior methods like audiolingualism. CLT's goal is communicative competence through meaningful tasks. The teacher facilitates rather than models, and students work cooperatively. CLT considers grammar, vocabulary, functions, tasks and contexts. It aims for both accuracy and fluency through mechanical, meaningful and communicative exercises that reflect natural language use.
The teacher taught grammar deductively by explaining rules and then providing examples to clarify and correct mistakes. She believes this direct approach is best for Spanish speakers learning English. The teacher used strategies like relating grammar to learning goals and providing language input. She employed meaningful and communicative drills but not mechanical drills. Overall, the teacher's approach was consistent with theories about presenting grammar deductively and tailoring instruction to students' needs.
Deductive and inductive_grammar_teaching-libreAlrasheed Eisa
This document discusses deductive and inductive approaches to grammar teaching. It defines grammar teaching as any instruction that draws learners' attention to grammatical forms to help them understand, process, and internalize those forms. Grammar teaching can involve presenting rules, guided practice, discovery learning from examples, or corrective feedback. The document also outlines the historical debates around focusing on grammar versus communication in language teaching. Finally, it distinguishes between explicit grammatical knowledge that is consciously learned and implicit knowledge internalized through exposure and practice.
A Review Of Second Language Teaching And Learning Through Short Fiction And C...Wendy Berg
This document discusses using short fiction and the communicative approach to teach second languages more effectively. It begins by noting that the traditional Grammar Translation Method focuses too much on memorization and translation, leaving students unable to communicate. The document then advocates for using literature and communicative activities to develop students' communicative competence. Short stories in particular are recommended because they can enhance listening, speaking, reading and writing skills through their authenticity and cultural content. When combined with a communicative approach that prioritizes using language in real-life situations, short stories provide motivating materials that introduce students to the target language culture. The document concludes that this approach is more effective for teaching language than the Grammar Translation Method.
An Evaluation of Implementing Task Based Language Teaching TBLT to Teach Gram...ijtsrd
The combination of TBLT and traditional teaching methods encourages students to be more involved in communicative activities as well as guaranteed to master the target grammar by teacher’ being a model. They are required to listen carefully to teacher, and then students have themselves recognize what they need to do correctly. This minimizes students’ making mistakes while still enables fluency. More importantly, teacher no longer dominates classroom. In the light of TBLT, grammar is conveyed through completing communicative tasks which let students experience English grammar from meaning to form. In other words, the students were introduced meanings, functions of a certain grammar point through communicative tasks first, and then either the teacher or the students themselves explored the form and the teacher helped them build on what they know. This way of teaching and learning has never taken place before, so it is hoped that students experience it in a very positive way. Task based language teaching TBLT , if applied correctly to instruct grammar, will balance communicative competence and linguistic forms. Nguyen Hong Ngoc "An Evaluation of Implementing Task-Based Language Teaching (TBLT) to Teach Grammar to Adolescent Learners in Vietnam" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38194.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/english/38194/an-evaluation-of-implementing-taskbased-language-teaching-tblt-to-teach-grammar-to-adolescent-learners-in-vietnam/nguyen-hong-ngoc
The document discusses several post-CLT language teaching approaches, including task-based language teaching, content-based instruction, the lexical approach, and others. It provides definitions and explanations of key concepts for each approach. For task-based language teaching, it emphasizes that the methodology centers around students performing tasks, and defines the pre-task, main task, and post-task phases. For content-based instruction, it notes that the curriculum is based on academic subjects that provide natural content for language learning. The lexical approach focuses on developing learner proficiency with lexical chunks and collocations rather than grammar.
The document summarizes key aspects of Communicative Language Teaching (CLT), including its underlying principles, roles of teachers and learners, characteristics of the teaching/learning process, types of interaction, views on language and culture, emphasized language skills, role of students' first language, evaluation approaches, differences from the Audio-Lingual Method, examples of materials and techniques, and models of syllabuses related to CLT. Specifically, it notes that CLT focuses on developing communicative competence, views language as a means for communication, emphasizes purposeful exchange of information between teacher and students and among students, and evaluates students' accuracy and fluency through both formal and informal assessments.
Communicative language teaching (CLT) aims to teach communicative competence. It focuses on using language for meaningful purposes rather than just studying its structure. Classroom activities in CLT involve real communication tasks between students using all aspects of language. The teacher's role is to facilitate communication, while students play an active role as communicators. CLT is based on the idea that language learning occurs when students focus on expressing and understanding meaningful messages.
This paper examines the importance of L2 teachers having strong metalinguistic awareness, or knowledge about language (TMA). It addresses three questions: 1) Do L2 teachers need to know about language? 2) If so, why and how? 3) What impact does a teacher's level of metalinguistic awareness have on the input available for student learning? The paper first takes a theoretical stance, proposing a model where TMA plays a crucial role in language teaching and learning by influencing input. It then reports empirical evidence from observing and interviewing three Hong Kong secondary school L2 teachers to examine the three questions and validity of the TMA construct.
This proposal emphasizes providing learners with comprehensible input through listening and reading activities without any speaking or writing practice. Research on total physical response, immersion programs, input flood, and input processing found that while comprehension skills can develop through input alone, it is not sufficient for reaching high levels of accuracy and grammar. Learners need both comprehensible input and opportunities to produce language in order to fully develop their second language abilities.
Communicative approaches to teaching grammarzainun_zain
This document summarizes a research article about teaching grammar using a communicative approach. [1] The article discusses how Communicative Language Teaching (CLT) has been adopted in countries like Malaysia and Taiwan but grammar activities in textbooks from these countries still often use traditional, structural methods. [2] The article then analyzes grammar exercises from several Malaysian and Taiwanese textbooks and finds that while communicative elements are sometimes incorporated, exercises mainly focus on rules and transformations and not communicative proficiency. [3] The article concludes by recommending five grammar activity types that could make instruction more communicative while still drawing from structural practices.
A STUDY OF EFL STUDENTS ORAL COMMUNICATION STRATEGIES IN DISCUSSIONSYasmine Anino
This document describes a study that analyzed the oral communication strategies used by English as a foreign language (EFL) students during discussions. The researcher observed and interviewed 5 EFL students from the University of Kuningan in Indonesia. The results showed that students used mostly achievement strategies (73.07%) over avoidance strategies (26.92%) to communicate. Specifically, the most frequent strategy was using fillers (51.28%), as students lacked English vocabulary and topic knowledge. The study provides insight into how EFL students strategically communicate when facing linguistic limitations.
Organisations both in the private and public sector across the globe rely on their workforce for optimum productivity which will in turn result to organisational efficiency. In this case, the need for ensuring employee job satisfaction becomes a matter of necessity to every organisation. Though, studies have been conducted by various researchers and scholars in this area, there is however the need to conduct more studies on job satisfaction and performance of an employee since the employees are believed to be an indispensable part of an organisation. Therefore, this study aims to examine the relationship between job satisfaction and performance of non-academic staff of Bauchi State University Gadau Nigeria (BASUG). Dissatisfaction is believed to be one of the major factors that demotivates and demoralise employee in the workplace which can result to lower productivity thereby affecting the overall performance of the organisation. Consequently an aggregate of two hundred and seventy questionnaires were distributed non- academic staff of BASUG based on systematic random sampling and data collected is analysed using Statistical Package for Social Sciences (SPSS). The outcome of the analysis depicts that there is positive and significant relationship between job satisfactions on the performance of non- academic staff of the University. The study will serve as a policy guide to the management of the Nigerian Universities in areas relating to employee performance improvement through job satisfaction and it will also further make an impetus the field of organisational behaviour and human resource management
This study examines empirically the relationship between corporate social responsibility and financial performance of some selected banks in Nigeria with the use of secondary data, sourced from six (6) selected banks annual reports and accounts using Judgemental sampling in a population of fifteen (15) Banks. Financial summary between “2002-2011” i.e. ten (10) years period and NSE FACT Book were used to obtain data. The objective of this study is to examine the impact of banks financial performance on Corporate Social Responsibility. The study utilized multiple regressions for the analysis of collected data, findings from the analysis of selected banks show that financial performance (PAT, ROCE, EPS) have significant positive impact on corporate social responsibility, and the collinearity test show that there is no Multicollinearity between the independents variables. The Independent Variables are PAT, ROE, ROA, EPS and ROCE which constitute indicators of banks financial performance while the Dependent variables are Philanthropic, Economic, Legal and Ethical Responsibilities (CSR). It is recommended that Nigerian banks should embrace the culture of CSR and government should established laws and regulations to oblige financial institutions or rather banks in Nigeria to give adequate attention to social responsibility, social accounting and put in place strong mechanisms and institutions to monitor compliance and if possible determine the quantum amount of charitable contribution to be reported in their annual reports and accounts by providing index or range.
The document summarizes a research study that investigated how reading English newspapers improves vocabulary and reading skills of students at Dhaka University. The study was conducted through a questionnaire completed by 30 students and a vocabulary test of 20 words from an English newspaper. The results showed that students' vocabulary and reading skills improved from reading newspapers regularly. Most students were able to understand the meanings of headlines and use new vocabulary in real life situations. The document concludes that English newspapers can effectively help students develop their language proficiency.
In the history of English literature, William Shakespeare is remarked as the giant of the Renaissance and history of the world dramas. The greatest dramatist Shakespeare was really better at portraying the female characters than the other dramatists in that period. When creating Hamlet, Shakespeare indeed tried his best to reflect the life truly, but the period when he lived in and the personal sexual identity creates under the influence of that period decided his view of male power. It is just the times in which females were realized narrowly and the fact that Shakespeare was a masculine gender that the female images in Hamlet suffered a lot, and they have been represented as one kind of slaves in the history since they did not have any choice to do for their own shake. In the play Hamlet Gertrude and Ophelia are the two significant women characters in which the attitude of the dramatist explores. The central female character Gertrude married Claudius (murderer) second time after only two months later of king‟s death, she cannot win the heart of his first husband King Hamlet as well as the heart of second husband Claudius, even she is hated by her own son prince Hamlet. The study is a comprehensive analysis on the tragedy of Shakespeare‟s Hamlet focusing on deconstructive Feminism. The main hypothesis of the study is that women in Hamlet are represented as less important and negative labels and it has reinforced and toughened the patriarchy and patriarchal principles
In the recent years, there has been a considerable growth in the name of arrest without warrant and the inhuman torture of the person arrested in the name of interrogation while under the police custody. This paper has examined the impact of making arrest without warrant and the sufferings of the arrested person without trial which give rise to the question of violation of human rights. The central focus of this research is to explore the role of the police to protect the human rights in Bangladesh and to find out the problems faced by the police while performing their duties. It also aims to go through the existing human rights situation in Bangladesh as well as to find out the ways by making effective recommendations to improve the situation through positive role played by the police in this regard.
It is not a hard task to imagine the impact of the First World War on authors and poets. The First World War was the first greatest hostility among the nations and the whole earth witnessed its devastation. At that time traditional norms began to receive a sudden shock. In every sector: social, economic or cultural, common people began to observe an unexpected transition and as authors and poets had more receptive personalities, they captured this situation and engaged themselves to put an end to the old systems. They manipulated their writings to welcome this new phenomenon. In Mrs Dalloway, Virginia Woolf has focused on post war London with people who have survived and continued their lives despite the tumult of war. The First World War also left great imprint on the history and psyche of the people of other part of the globe. In Kazi Nazrul Islam‟s famous epistolary novel Badhon Hara, some glimpses of the day to day lives of typical Bangali of West Bengal are portrayed during wartime. The events of both novels have an indirect link with the Great War but war is not the sole theme in both of these novels. These two novels emphasize human relationship, love and affection and make the readers aware of a sense of freedom. This paper tries to make a comparative study between Mrs. Dalloway and Badhon Hara to find out the similarities and also the unique properties that are manifested in these two pieces of post war literature
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without any significant damage. Green banking that considers all the social and environmental factors is also
called ethical banking. The main objective of green Banking is to ensure the use of organizational resources in
favor of the environment and society. Green banking as a concept is proactive and smart way of thinking with a
vision for future sustainability of our only Spaceship earth. Bangladesh Bank is the first central bank in the world
that has taken real initiatives to facilitate the way of Green banking practice. With some specific guidelines and
legal frameworks the central bank of Bangladesh has been urging all the commercial banks in Bangladesh to
develop their own Green Banking Policies.
Micro financing is a very popular form of financing for rural poor people, especially for women. Through micro financing many rural women changed their life. They change their living standard, children health, children education and so on. The aim of this research work is to examine the role of microcredit in income generating activities of women and its impact on their socio-economic empowerment. The target population of the research was those sample both men and women who had availed microcredit facilities from some microcredit providing institutions or organizations in district Noakhali, Bangladesh. During this research, we also include some male sample to compare percentage of self-employment. Survey method was used as techniques of data collection. The majority of population was illiterate or semi-literate, so interview schedule was used as a tool of data collection. We have collected information of 109 sample including both male and female. But majority are female. Descriptive as well as non parametric test was used for data analysis. The results showed that most of the females who availed the facility of microcredit finally got socioeconomic empowerment through acquiring the self esteem, business skills, confidence level, decision making power, etc. The findings of the research showed that microcredit has significant impact on the up lift of socio-economic empowerment of the borrowers in district Noakhali and at the end of the research, some recommendations is given in this regards.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Tmuj p48
1. The Millennium University Journal; Vol. 1, No. 1; 2016
ISSN 2225-2533
Published by The Millennium University
48
Necessity for a Revolution in Teaching Communicative English
Grammar to Bangladeshi Learners in CLT Classroom
A.K.M. Manzurul Islam1
1
Department of English, The Millennium University, Dhaka, Bangladesh
E-mail: manzurulislam41@yahoo.com
Correspondence: Flat No- 803, House No- 4, Road No- 4, Block- A, Section- 10, Mirpur, Dhaka-1216, Tel:
+8801717295310
Received: September 04, 2016 Accepted: September 28, 2016 Online Published: October 02, 2016
Abstract
Grammar is the basic of a language. Without learning grammar language learning is incomplete. Now a day,
communicative English has diminished the importance of teaching grammar. As a result, proper English learning
is being hampered in many levels. Learners are using English without learning it. Communicative English has
strengthened the speaking skills of the learners. But without proper use of Grammar non-native learners are not
being able to write in English as much as they speak. Of course, linguistic competence and communicative
competence is not the same thing but without one the other is vague. The misconception about the
implementation of the modern method Communicative Language Teaching (CLT) is that it does not incorporate
Grammar. From this misconception Grammar is being ignored and it has become important to bring about a
change in the selection and grading procedures of communicative grammar teaching materials. This paper deals
with the importance of explicit and implicit grammar, suggestion about the implementation of strong and weak
version of CLT, needs analysis, selection and grading procedures to choose appropriate materials for teaching
communicative English grammar in different levels of CLT classroom in Bangladesh.
Keywords: CLT, Communicative Grammar, Conflict, Needs Analysis, Materials.
1. Introduction
The Grammar Translation Method has been replaced by the modern method CLT (Communicative Language
Teaching). Grammar Translation Method is concerned with teacher-centered classroom, teaching grammar rules
and their application through exercise. The main objective of GT method is linguistic competence. On the other
hand, CLT is concerned with meaningful interaction in the target language, authentic materials, native like fluency
and pronunciation. The main objective of CLT is communicative competence by linking classroom language
learning with language outside the classroom. It has always been a debatable topic whether grammar teaching is
necessary or not in communicative approach. It is evident that without acknowledgement of the rules of grammar
one can not learn and use language properly. The question is how to teach grammar in this communicative
approach? The ancient GT method has been rejected and has become backdated. For this reason, a revolutionary
change in choosing materials of Communicative English grammar for non-native learners in CLT Classroom has
become essential. But bringing about a change out of this revolution is a very difficult task in this communicative
approach. To be successful in choosing proper materials for teaching grammar in this communicative approach the
main concern would be proper integration of grammar with language use, needs analysis, incorporation of the four
basic skills, and the inclusion of function, meaning and communication in the study of grammar.
2. Literature Review
2.1 Using Communicative Grammar in CLT
There are many misconceptions about the implementation of CLT. One is that it does not incorporate grammar. The
question is does CLT teach grammar? If it teaches grammar, then how? In fact, CLT is not the presentation and
2. The Millennium University Journal; Vol. 1, No. 1; 2016
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49
development of linguistic structures as the only means of communicative ability.
According to Salimbene (1986), “Grammatical form is taught not as an end itself, but as a means of carrying out
communicative intent.” (p. 50).
CLT is more than sentence-level grammatical competence. The transformation of a semantic code into a
phonological code through the accomplishment of a syntactic code is the language. That means in communication
the oral expression (phonological code) of thought (semantic code) is more important than correct expression or
accuracy (syntactic code). Syntactic code edits or corrects the language.For example: A non-native speaker may
say mistakenly, The boys has done the work. This sentence is grammatically incorrect. But native speaker can
clearly understand the meaning. The form is wrong but meaning is clear. Grammar is not playing a vital role for
communication.
Krashen‟s (1982) Monitor Hypothesis shows that explicit grammar forms only serve as a tool for monitoring or
editing learners‟ language. That means learners learn the rules of grammar only to monitor the correctness of the
language use in addition to what has been acquired. (p. 15).
But to speak accurately grammar is important because the expression is not proper though the meaning is
understandable. In case of formal communication accuracy is very important. It is inadequate to acquire a L2, if
meaning is the only focus.
Besides, different countries have different pronunciations. There are different dialects, sociolects, idiolects,
diglossia, registers of English language. In the communicative approach grammar should not be a mere set of rules
for language that helps little in communication. Rather it should lead to better language use in context.
Spada (2007) in response to the belief that Communicative Language Teaching does not incorporate any grammar
argues that the thought that “Communicative Language Teaching means an exclusive focus on meaning” is a myth
or a misconception (p. 275).
CLT syllabuses are organized with functions connected with their correspondent grammatical points.
Thornbury (1999) talks about two main types of approaches to CLT: the shallow-end approach and the deep-end
approach to CLT. The shallow-end approach to Communicative Language Teaching is concerned with learning
grammar rules to use them in communicative situations whereas the deep-end approach to CLT is based on the
belief that grammar is acquired unconsciously during the performance on those communicative situations, so it
would be useless to teach grammar previously and explicitly (pp. 18-19).
Shallow-end approach to CLT does not mean it is not communicative. Rather in shallow-end approach to CLT
Grammar is considered as a means towards communication. So, a proper reply to the misconception that CLT does
not incorporate grammar would be CLT dresses grammar with communicative functions and this is the right
approach and role of grammar in CLT which can be considered to be communicative grammar.
2.2 The Conflict between Explicit Grammar and Implicit Grammar and the Choice between Strong and Weak
Versions in CLT
In the communicative approach grammar teaching is the most difficult thing but an essential one. The conflict
between the explicit grammar and implicit grammar is always there. This needs to be solved as CLT is being used
rapidly all over the world. Explicit grammar instruction supplies the declarative knowledge of grammar whereas
implicit grammar instruction supplies procedural knowledge of grammar. Explicit grammar instruction creates
awareness and leads to conscious learning and noticing (Schimidt‟s noticing hypothesis, 1990). Explicit grammar
is concerned with learning grammar through presentation of the set of rules and their practice whereas implicit
grammar is concerned with using language examples to induce rules.
A.P.R. Howatt (1984) talks about strong and weak versions of CLT and differentiates between a “strong” and a
“weak” version of CLT stating that a strong version is the development of a language through communication
which doesn‟t mean reactivating existing knowledge of the language but rather prompting the development of the
language system itself. However, the “weak” version focuses on providing the learner with sufficient opportunities
to speak the language and to put that in the centre of language teaching (p.279). Strong version of CLT is concerned
with using language to learn it and the weak version of CLT is concerned with learning language to use it.
According to Nunan (2007) the strong version of TBLT (Task-Based Language Teaching) does not deal with
grammar teaching at all, the weak or focused-on-form version does include explicit grammar teaching (p. 93).
3. The Millennium University Journal; Vol. 1, No. 1; 2016
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Published by The Millennium University
50
In case of non-native learners of English, it would be unwise to use language to learn it and hence the strong
version is not appropriate for them. On the other hand it would be wise to learn language to use it. As Nunan (2007)
believes that focus on form would be complemented with enabling tasks, such as communicative activities, which
make learners manipulate the linguistic forms in a communicative way, like in a „find someone who…‟ activity,
and which do not stop the communicative mood of the lesson (p. 24).
3. Objectives of the Research
The objectives of this research are
To show the importance of teaching English grammar to Bangladeshi learners in CLT classroom.
To investigate the suitability of current approach of grammar teaching in CLT classroom of Bangladesh.
To justify the necessity for a revolution in teaching communicative English grammar.
To give practical suggestions about the techniques of communicative grammar teaching.
4. Methodology of the Research
Primary data has been used for this research paper and data has been collected from the interview with a total
number of 10 English teachers and faculty members from a total number of 6 different schools, colleges and
universities of Bangladesh. For this research information has also been collected from various publications,
books, journals and research papers.
5. Data Analysis and Findings
Primary data has been collected from the interview with 10 teachers from 6 different institutions of Bangladesh
shown in (Appendix A). The questionnaire used for the interviews are shown in (Appendix B). Some teachers
were interviewed face to face with pen and paper and some were interviewed through mobile phone.The „Yes‟
responses or tick marks of each query were used to create the frequency and percentage table-1.
The frequency and percentage of each variable is shown in table-1 below:
Table-1: Frequency and Percentage of Each Variable
Variables Frequency Percentage
Grammar is taught deductively. 7 23.33
Grammar is taught inductively. 3 10.00
Well-trained in communicative grammar
teaching.
2 6.67
Students love to learn grammar rules 7 23.33
Grammar rules are presented
throughcommunicative functions.
3 10.00
Students find it difficult to inducegrammar
rules from the communicative functions.
8 26.67
Total= 30 100.00
The table -1 shows that 23.33% English teachers and faculty members are teaching grammar deductively in CLT
classroom. 10% English teachers and faculty members are teaching grammar inductively. 6.67% English
teachers and faculty members say that they are well-trained in teaching communicative grammar. 23.33%
English teachers and faculty members think that students love to learn grammar rules. 10% English teachers and
faculty members say that they present grammar rules through communicative functions. Highest 26.67% English
teachers and faculty members say that students find it difficult to induce grammar rules from the communicative
functions.
Analyzing the data some major problems in teaching communicative grammar to Bangladeshi learners in CLT
4. The Millennium University Journal; Vol. 1, No. 1; 2016
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classroom are given below:
Most teachers are still teaching grammar deductively in CLT classrooms of Bangladesh.
Teachers are not properly trained in teaching communicative grammar.
Very few teachers are presenting grammar rules through communicative functions.
Students find it difficult to induce grammar rules from the communicative functions.
So, it is clear that communicative grammar is not properly dealt with in the CLT classrooms of Bangladesh. As a
result, it has become necessary to bring about a revolutionary change in teaching communicative English
grammar in CLT classrooms of Bangladesh.
5.1 Needs Analysis
In communicative approach grammar, of course, has its role to play but it is not the traditional role rather a
revolutionary role. So, proper needs analysis can help to choose proper grammar teaching materials for CLT
classrooms.
Ellis (2006) mentions,“Grammar has held and continues to hold a central place in language teaching. The zero
grammar approach was flirted with but never really took hold, as is evident in both the current textbook materials
emanating from publishing houses and in current theories of L2 acquisition. There is ample evidence to
demonstrate that teaching grammar works.” (p. 102)
Grammar teaching materials have to be authentic in the communicative approach. That means they need to serve
for communicative functions. In CLT learners need grammar to communicate. Grammar teaching is necessary
for students, and CLT should include both speaking and writing. Grammar should have a communicative
approach in the classroom, to focus on speaking and listening, on comprehension and communication. Teachers
need to work with structured input which is basically to provide the learners input as meaningful as possible so
that they can like working with the language and they can like taking it and acquiring it, instead of learning it.
There are two effective ways to teach grammar, one is to provide students with explicit explanations, examples
and activities related to the grammar points and the other is a communicative way of teaching, such as
introducing grammar points through examples and activities as well as using structured input. Whatever the case
is teachers should keep it mind that learners are not supposed to induce wrong rules from the language examples.
A combination of everything focusing on the different aspects like speaking, listening, writing, communicative
tasks, a little bit mechanical stuff like grammar would fulfill the demands of the Bangladeshi learners in CLT
classroom.
In TBLT (Task-Based Language Teaching) there should be repetition of grammar items more than once.
Teaching grammar should enable language learners to use linguistic forms successfully in communication.
Chomsky‟s generativist views (Chomsky, 1965, as quoted in Westera, 2001:78), “the knowledge and rules that
are necessary to produce speech” whereas performance is “the way speech functions when contaminated with
external factors”. Teachers need to believe that grammar is competence and communication is performance. Both
are compatible.
Grammar teaching materials of a CLT classroom for Bangladeshi English language learners should be three
types: text based, task-based and realia.
Some students respond well to explicit structures and some may find it boring and they prefer communicative
tasks. So, according to the learning style and preference of the learners teacher may use a spiral curriculum to
create a balance between pre-communicative and communicative tasks.
5. The Millennium University Journal; Vol. 1, No. 1; 2016
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5.2 Selection and Grading Procedures to Choose Appropriate Materials for Teaching Communicative English
grammar in Different Levels of CLT Classroom
All communicative approaches have a role for grammar teaching. Grammar needs to be taught within any
communicative approach without interrupting the communicative functions. As Harmer (1997) mentions that it
is enough to say that grammar teaching – of both the overt and covert kind- has a real and important place in the
classroom (p.7).
Grammar can surely help to strengthen the communicative approaches. Students need to know grammar as well
as perform communicative activities. Communicative Grammar is an effective tool to teach a second language in
the classrooms of non-native learners.
Teachers and curriculum developers need to change the application of grammar to facilitate communication.
Almazra (1996) mentions that “pre-service teacher education courses should help student teachers to be in more
control of their professional development and provide them with the opportunity to approach the profession from
a much broader perspective than as merely a method.Student teachers should be taught the skills and confidence
to analyze and articulate their thinking” (p.75).
Geddes and White talks about Unmodified Authentic Language which is "Language that occurs originally as a
genuine act of communication".This material is gathered from authentic communicative contexts and Simulated
Authentic Language which is "Language produced for pedagogical purposes, but which exhibits features that
have a high probability of occurrence in genuine acts of communication" (as cited in Omaggio, 1986:128-129).
Adapted, modified and creative texts are included in this category. The first material is suitable for native
speakers in their own culture and the second is suitable for non-native language learners.
6. Recommendations
According to the needs analysis some practical suggestions for selecting and grading appropriate materials for
teaching communicative English grammar in different levels of CLT classroom are as follows:
The form and function have to be combined in such a way that there should be revision and recycling of
both. There can be free elements in which teachers can include whatever they wish. They can explain and
simplify the language elements.
Most grammar books are concerned with pre-communicative tasks. So, in this communicative approach
teachers need to spend more time in communicative tasks rather than pre-communicative tasks.
Pre-communicative activities are useless without actual communication.
CLT is a learner-centered approach. So, teachers need to engage the students more and more to participate
in communication. Teacher should play the role of a facilitator and must make sure that grammar teaching
would not hamper spontaneous communication and learners also should not induce wrong rules from the
use of language.
Function, meaning and communication should be included in the study of grammar.
Grammar structures should be presented through communicative functions. The use of specific grammar
rules can be presented innovatively by the teacher. Teachers can use dialogues, realia, audio-visual
materials to enhance their attention.
As CLT deals with the four skills of language: reading, writing, speaking and listening, there should be
enough scope for learners to use their grammatical knowledge to perform well in these four macro skills
of language.
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Some students respond well to the rules and structures. For them it is easy to learn language. But in
communicative approach instead of serving explicit grammar rules they need to be treated carefully by
the presentation of more and more functions of the language that incorporate specific grammar rules so
that they can change their habit of learning grammar rules into responding well to use language and
communicate according to their present level of competence. For them grammar learning is not forbidden
rather grammar is accomplished with communicative functions and presented in a communicative
approach.
Teachers at the beginning need to be tolerant to the learners‟ grammatical errors and let them
communicate with the language and later in more advanced level when they are used to communicate
with the language quite comfortably, then their accuracy has to be checked.
According to Richards & Rodgers (2001), there are three basic types of material in this communicative
approach (p. 168). These are text-based materials, task-based materials and realia. So, Grammar teaching
materials need to be modified.
Grammar teaching materials can be text-based in a way that learners are given the forms and functions to
practice in pairs and groups and also they can solve various grammatical exercises by engaging
themselves to perform the rules.
Grammar tests should not only be written tests. Teachers need to test their grammatical competence orally
and thereby make the competence into oral performance.
Teachers can use different grammar items, vocabulary and phrases to apply them in their writing such as
personal letter, essay, paragraph, report, dialogue writing etc.
Teachers can use realia to teach grammar in this communicative approach. For example: they can use
newspaper articles and give instructions to the students to find out particular grammar items.
Teachers can make grammar learning a fun for the learners by using various grammar games. For
example: teachers can teach conditional sentences by making them a fun game. Teachers can present
them with example like Had I been a king, I would have helped the poor. Then he can ask the students to
discuss in pairs or groups what they would have done if they were kings. Then he can ask from each pair
or group to listen from the learners. This is just one example. Teachers can apply many techniques to
make grammar teaching a fun game and communicative.
Particular grading or sequencing for communicative grammar teaching is not necessary at all. But if
teachers want they can divide the communicative functions and arrange them in a way so that the
sequencing is not hampered. In communicative grammar modal verbs should, would, could may come
naturally before shall, will, can. It is not prohibited.
The teachers need to match grammatical forms with particular communicative functions and the learners
have to choose the right form to express ideas and feelings about a particular topic and in a particular
situation. This will enable them to use grammar practically to express themselves in different contexts, to
communicate meaningfully with others and thus to see the connection between form and function.
According to the demand of the revolution in choosing materials of communicative English grammar for
Bangladeshi learners in CLT classroom, teachers need to be talented, innovative and well trained.
Teachers should not be biased with a particular textbook or material rather he needs to modify materials
according to the demand, learning styles and preferences of the learners and to enhance communicative
performance.
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7. Conclusion
The communicative approach itself is a revolution in the modern trend of English language teaching. This
revolution has brought about a significant change in the approach of grammar teaching. CLT does not exclude
grammar rather it shows grammar a revolutionary way. Communicative grammar teaching has been battling with
the traditional explicit grammar teaching and has been struggling to establish its own place in the realm of CLT. So
this new concept of communicative grammar needs some time to settle and reform its materials to suit in the realm
of CLT. The main problem lies in the question that how communicative grammar can be. Grammar can be
Communicative with the help of proper needs analysis, proper selection and use of authentic grammar teaching
materials, the inclusion of function, meaning and communication in the study of grammar and well trained
teachers. Thus, communicative grammar can bring about a revolutionary change in the realm of CLT.
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Appendix
Appendix A: List of Institutes and Number of teachers interviewed .
Name of the Institute Number of Teachers
Interviewed
National Ideal English Version School 01
Cosmo School and College 04
Uttara University 01
Dhaka International University 01
East West University 01
The Millennium University 02
Total= 10
Appendix B: Teachers’/Faculty Members’Perception and Belief Questionnaire.
Dear English Teachers/Faculty Members,
Please respond to the following queries neutrally. Your response will be used for research purpose. If your response
is „Yes‟, then put a tick mark in the designed boxes according to the parameter and if your response is „No‟keep the
box blank. In case of interview through mobile phone your „Yes‟ response will be considered as a tick mark in the
designed box and your „No‟ response will be considered as an empty box.
Queries
Teacher1
Teacher2
Teacher3
Teacher4
Teacher5
Teacher6
Teacher7
Teacher8
Teacher9
Teacher10
Do you teach grammar rules deductively?
Do you teach grammar rules inductively?
Do you have any training in communicative
grammar teaching?
Do your students love to learn grammar rules?
Do you present grammar rules through
communicative functions to your students?
Do your students find it difficult to induce
grammar rules from communicative functions?
Copyrights
Copyright for this article is retained by the author(s), with first publication rights granted to the journal.