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Статья опубликована в рамках: Научного журнала «Студенческий» № 3(89)

Рубрика журнала: Филология

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Библиографическое описание:
Seit-Asan F.E., Umirboyeva Sh.F. THE IMPACT OF EFFECTIVE TEACHING GRAMMAR IN COMMUNICATIVE LANGUAGE TEACHING // Студенческий: электрон. научн. журн. 2020. № 3(89). URL: https://sibac.info/journal/student/89/167633 (дата обращения: 29.03.2024).

THE IMPACT OF EFFECTIVE TEACHING GRAMMAR IN COMMUNICATIVE LANGUAGE TEACHING

Seit-Asan Feride Ernestovna

the 3rd year student of English philology faculty of Uzbek State World Languages University,

Uzbekistan, Tashkent

Umirboyeva Shaxribonu Foziljon qizi

the 2nd year student of English philology faculty of Uzbek State World Languages University,

Uzbekistan, Tashkent

There is an extensive role of Grammar in language learning. As a huge figure for resources of Grammar text books is currently available for ESL teachers, it seems to be challenging to choose one of them. Enterprise Grammar Book for ESL Elementary Level Students is one of the well spread grammar-focused book and the review below is aimed to evaluate it. The book content constitutes of 15 Units and 7 Progress checking tests and the Units are constructed from four Tense types, Adverbs of frequency, Order of adjectives, Reflective pronouns, Modal verbs, two conditionals, Non-finite forms of Verb and reported speeches.

The reasons of choosing exactly this source among other books are: The tasks are “challenging, yet not excessively demanding” (Batstone, 2006, p 74). They require learners to notice and prod them into a lot of activities. The other appealing side of this book tends to be variety of task requirements. We usually face the resistance tasks, gap filling or opening the brackets in traditional Grammar books. However, this target book introduces various noticing activities. A unit as a whole introduces: not only one topic, but other Grammar patterns as well. Take Unit 3 as an example, Adjective degrees with order of it, modal verbs for expressing certainty and usage of “will” for predictions are introduced. It means a learner can capture at least two grammatical structure during one Unit. Additionally, a distinct input: at the very beginning of the lesson, a teacher is required to explain deductively. After “presentation” stage of the lesson, the learners are asked to work attentively. Since specific grammatical structures are demanded, grammar teaching in this book is based on intensive instructions.

As for context for the exercises: in most cases the exercises are provided in isolated forms. but not all of them. There are very few tasks asking to fill the gaps in formal letters. Exemplifying exercise 9, on page 17 can be here a right choice. Though the task provides a letter as a context, it still seeks “production”. As Batstone (2006) mentioned, exercises, such putting adjectives in correct order make learners discover a notion known as consciousness-raising. Such kind of tasks assist learners to use structures more accurately, because they tend to already raise their awareness through number of intensive instructions. (Ellis, 2006) Majority of the exercises are written as decontextualized, which is far from CLT approaches. Reading passages, topics, dialogues can hardly be founded in this target book.

Regarding the communicative usage. The Grammar books are mainly targeted to be taught deductively. Communicative orientation tasks are seldom met in entire book, because correct formulation is considered a key point of this book. Learners’ motivation and interest for speaking are not supposed to be held, as the exercises are quite formal and linguistic. For this reason, the book is far from being recommended for communicative grammar classes. Nevertheless, as this book is written for adult ESL/EFL learners, deductive way of teaching is welcomed with mature learners and it “acknowledges the role of cognitive process in language acquisition” (Chalipa, 2013).

When it comes to distribution of activities, Grammar is mostly required as a “product” Stressing forms is more encouraged throughout the entire book. A learner can put either superlative or comparative forms of adjectives not focusing on the meaning of them. Nevertheless, there is a statement which asks to show reaction. Therefore, I can highlight that there is a dialogue is given as a context. Sometimes the generalization of adding “-er” to comparative adjectives to all forms is overused which requires to pay attention to meaning as well. There are various activities for noticing, such as ex 7, p 17 and ex 11, p 18; both of them require to work implicitly and explicitly. Providing clear information how to do eases the task (ex 7), a leaner has to describe the object according to the order of adjective. The second one requires to differentiate usage of “can’t be” and “must be” for expressing certainty. Here a learner need not to emphasize self-discovery, following the instructions seems to be adequate. Rule learning can assist learners to monitor.

Grammar as a processAs Candlin (1987) describes there are some tasks, which arise learners’ awareness about solving the tasks with their own way, like ex 13, p 18.This task supports the learners to think creatively and gives an opportunity to use more flexible language. Regulating topic and familiarity is a key factor here, because the notion of “will/ won’t” was introduced in earlier Units and this task is a part of revising. Therefore, the Comprehension-based approach is aimed via this exercise. Here a teacher should be very attentive during the task, as learners can rely on only usage of Future Simple, rather than meaningfulness. However, process based activities can be faced less than product based ones.

Grammar as a skill Although listening and reading tasks are beneficial to notice Grammar in context, this book is constructed lack of these activities. The Cognitive approach based on behaviorist feature is mainly faced in whole book, rather than Communicative. Language learning is encouraged as “rule acquisition”. As rules first introduced then practiced later through exercises, Grammar is taught deductively.

 

References:

  1. Batstone R (1994) Grammar. Language teaching: A Scheme for teacher education. Oxford University Press.
  2.  Chalipa S (2013) “The Effect of Inductive Vs Deductive instructional approach in Grammar
  3. Learning of ESL Learners” Deccan international Journal of Advanced Research Studies DIJARS. 2013, June 2013 Vol 1369
  4.  Ellis R (2006) “Current Issues in the teaching of Grammar: An SLA Perspective” TESOL QUARTERLY March 2006 Vol.40

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