DEDUCTIVE AND INDUCTIVE GRAMMAR TEACHING; According to Arnis Silvia (2013), grammar teaching is regarded to through two main dimensions; presentation and practice. Relatively, Ellis (2006) claims that grammar teaching contains some instructional techniques that pull and attract the learners to acquire some grammatical forms in a helpful manner that makes them understandable. Furthermore, Ellis (2006) has suggested some linguistic rules in teaching grammar. For the first time, some grammar instructions should be presented without any practice, however, other ones should be practiced without any presentation. Secondly, grammar teaching focuses on the learners’ capacities to find grammatical rules themselves with neither presentation
THE ROLE OF COMPETENCE FOR EDUCATION The role of communicative competence for education is: Help that the language instruction, as the use of the language or effective communication must be integrated with General knowledge of the literature, arts, history, and geography associated with the target language community. The Role of Linguistic competence for education is teaching or transmits the forms of the language of learning/teaching which are especially helpful in attaching to the subject and the forms of communication necessary for imparting and acquiring subject-related knowledge and
Kasper then refers to Schmidt’s (1983) three-year observation study of Wes, a case where during that time the subject’s grammatical knowledge developed only minimally, yet pragmatic and discourse competence drastically improved, suggesting that grammatical interlanguage does not impose constraints on pragmatic and interactional competence. High acculturation, it is suggested, does not show a relation to target-like grammar, whereas it seems to be strongly related to pragmatic and interactional competence. Another study which investigates this relationship between pragmatic competence and grammatical competence is that of Walters (1980) who found that in requests given by ESL children between the ages of 7 and 15, although the forms were ungrammatical,
3. Fluency and accuracy are seen as complementary principles underlying communicative techniques. At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use. 4. In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed
Methods and approaches are essential to accomplish an effective second language teaching. There are several methods and approaches of teaching language to students who are learning it for the first time. Among those methods and approaches grammar translation method, direct method and audio-lingual method are the most popular. Yet each of them has their own advantages and disadvantages. Grammar translation method, also known as classical method, focuses on grammar rules and accuracy.
This essay will critically discuss the Communicative Approach in the English classroom and how the CAPS document addresses the approach. The first paragraph discusses the meaning and reason why the Communicative Approach is necessary. Communication can be found in many different forms, as learners it is one of the most important skills that can be taught in life.The Communicative Language Theory in teaching is a methodology that is accepted worldwide. The methodology connects the theory sections with the practice in teaching a language. Theory states what language is and how a learned.
Ellis (2012) also stated that gaining grammatical and structural competence could be achieved by mastering the speaking skill. Nonetheless, Wardhaugh (2006) claims that speakers of one language tend to possess grammatical structure of the language automatically. Thus, we can conclude that by speaking and communicating in the target language, we can contribute to the development of other language skills that we have. By looking at all the progress being made by adult learners in Malaysia can prove these statements. We choose to learn to speak first then only we learn to understand the forms and
Grammar should be integrated to CLT In actual fact, grammar should not be taught separately but integrated into classroom tasks and texts (Musumeci, 1997; Pekoz, 2008; Nagyné Foki Lisvia, 2006). Noticeably, Dr. Robert Di Donato reported in this paper that students also emphasize on the significance of grammar in language acquisition (1998). Additionally, according to Professor Anne Burns, 84,1% of teachers disapproved or strongly disapproved with the statement that grammar should be instructed separately with other skills such as reading and writing (2009). All of these facts and figures empower me to seek for an explanation to the importance of grammar in CLT. Followings are my arguments to prove the necessity of exploiting grammar in CLT
The approach pioneered by Hymes is now known as the ethnography of communication. The notion of communicative competence is one of the theories that underlie the communicative approach to foreign language teaching. The understanding of communicative competence has been influenced by the field of pragmatics and the philosophy of language, including work on speech
This importance of communicative tasks, according to (McDonough& Mackey, 2000), as a result of SLA researches that some processes that happen during conversational interaction may ease second language learning. In addition, implementing communicative tasks that focus on these processes may give learners the opportunity to focus on linguistics forms in the context of meaning (McDonough& Mackey, 2000). Reason for choosing the three principles: Writing about CLT comes from my experience of working with EFL Omani learners grades nine & one. My learners had difficulties producing language orally even though they received substantial input. Reading about CLT made me conscious of its potential for addressing the difficulty in communication that my students had and this is what led me to search about the principles that I've chosen.