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Communicative Grammar Teaching

The Effects of Communicative Grammar Teaching on Students' Achievements of Grammatical Knowledge and Oral Production

So far the students of Le Hong Phong Junior High School, Phan Rang City, Ninh Thuan province have been taught grammar with GTM (Grammar-Translation Method), which just prepares learners for conventional grammar-paper tests. Therefore, despite their considerable knowledge of grammar, the students fail to use the language they have learnt to communicate in real-life situations. Stimulated by this reality, the current study was carried out to investigate the effects of communicative grammar teaching on students' achievement of knowledge of grammar and oral communication. The results of the current study have showed that after the treatment of communicative grammar teaching, the students' achievement was proved to be significant in terms of knowledge of grammar and oral communication. In addition, communicative grammar teaching got positive attitudes from the students. Accordingly, the two major conclusions could be withdrawn from the findings that communicative grammar teaching was effective in (1) improving students' knowledge of grammar and oral production, and (2) enhancing their interest in grammar lessons.

In addition, communicative grammar teaching got positive attitudes from the students.

Communicative Grammar Teaching

The main objective of the study is to assess the communicative grammar teaching methods used by teachers in relation to the theory of communicative language teaching. Yirga Cheffe, Dilla, Cheleleketu and Gedeb Preparatory schools were selected as a study area. To select the subjects from students, systematic sampling technique was used. As to the teachers, all teachers who taught English in grade 11 were included in the study. The result of the study indicated that the teachers were teaching grammar deductively to explain the rules in the form of summary. The data also showed that the teachers were not frequently incorporating different grammar teaching techniques to contextualize the grammar lessons. In these schools, the de-contextualized and isolated nature of the tasks and lack of skill in some teachers were found to be the major hindering factors in implementing communicative grammar teaching. As a result, based on the result of the study, it is concluded that the teachers teach grammar explicitly. Finally, some recommendations were forwarded based on the main findings of the study.

The main objective of the study is to assess the communicative grammar teaching methods used by teachers in relation to the theory of communicative language teaching.