Contents introduction chapter I. Theoretical aspects of communicative method

The novelty of the work: Beneficial impact of communicative method in teaching grammar to English language learners is highlighted .
The practical value of the course paper is that this course paper is focused on the role of communicative method in teaching grammar to English language learners. It is a theoretical part of the work can be used in delivering lectures on the teaching and learning process at the universities as a teaching material.
The structure of the work. The course work consists of introduction, main part, conclusion, and the list of used literature.

CHAPTER I. THE ROLE OF COMMUNICATIVE METHOD IN TEACHING GRAMMAR

1. 
   Development of Communicative method.
   

The communicative method, also known as communicative language teaching, is a method of teaching languages that places an emphasis on interaction as both the means and the end goal of learning.
Students in conditions utilizing CLT strategies learn and rehearse the objective language by connections with each other and the teacher, the investigation of "credible texts" (those written in the objective language for purposes other than language learning), and the utilization of the language both in class and beyond class.
In order to promote language skills in a variety of contexts, instructors teach topics outside of traditional grammar and engage students in conversation about personal experiences with partners. In addition to focusing on learning the target language, that approach claims to encourage students to incorporate personal experiences into their language learning environment[3,13].
The ability to communicate in the target language is the objective of language education, according to CLT. This contrasts with previous viewpoints, in which grammatical proficiency was frequently prioritized[3,89].
Additionally, CLT emphasizes the teacher's role as a facilitator rather than an instructor. Besides, the methodology is a non-calculated framework that doesn't utilize a course book series to show the objective language however deals with creating sound oral and verbal abilities before perusing and composing.
Influences from society Language instruction was once thought to be mostly memorization-based cognitive activity. Later, it was thought to be socio-cognitive: language can be learned through the course of social cooperation. Today, in any case, the predominant method in showing any language is open language educating (CLT).
It was Noam Chomsky's hypotheses during the 1960s, zeroing in on capability and execution in language realizing, that led to open language educating, yet the calculated reason for CLT was laid during the 1970s by the etymologists Michael Halliday, who concentrated on how language capabilities are communicated through syntax, and Dell Hymes, who presented the possibility of a more extensive open skill rather than Chomsky's smaller etymological competence.] The rise of CLT in the 1970s and early 1980s was partly due to the growing demand for language learning and partly to the lack of success with traditional methods of teaching languages. Migration and an increased number of people who needed to learn a foreign language for work or personal reasons increased in Europe as a result of the European Common Market, an economic predecessor to the European Union. In the mean time, more kids were offered the chance to learn unknown dialects in school, as the quantity of optional schools offering dialects rose overall as a component of a general pattern of educational program expanding and modernization, with unknown dialect concentrate on at this point not bound to the world class foundations. The demand for language instruction significantly increased in Britain after comprehensive schools began offering foreign language instruction to all children instead of just a select few at elite grammar schools.
The expanded interest included numerous students who battled with conventional strategies, for example, syntax interpretation, which includes the immediate interpretation of a large number of sentences as a method for learning language. These approaches were based on the presumption that students intended to master the language and were prepared to study for a long time before anticipating using it in real life. In any case, those suppositions were tested by grown-up students, who were occupied with work, and by schoolchildren who were less scholastically gifted thus couldn't give a long time to advancing before they could utilize the language. CLT, an approach that emphasizes communicative ability and yielded better results, was started by educators after they realized that an approach with a more immediate reward was required to motivate those students. 3,92] Additionally, educators were put under additional pressure to alter their methods by the progressivism trend in education. Reformism holds that dynamic learning is more viable than latent learning.[5] As that thought built up forward momentum, in schools there was a general shift towards utilizing strategies where understudies were all the more effectively involved, for example, bunch work. This trend did not go unnoticed in the field of language instruction, and teachers looked for new approaches like CLT that could more accurately reflect the new paradigm.
Influences from academia New academic ideas aided the development of communicative language instruction. Before the development of open language educating, the essential strategy for language educating was situational language educating, a technique that was significantly more clinical in nature and depended less on direct correspondence. In England, applied etymologists started to uncertainty the viability of situational language educating, mostly in light of Chomsky's experiences into the idea of language. Chomsky had shown that the underlying hypotheses of language then pervasive couldn't make sense of the assortment that is tracked down in genuine correspondence. What's more, applied etymologists like Christopher Candlin and Henry Widdowson saw that the ongoing model of language learning was inadequate in study halls. In addition to mastering language structures, they saw the need for students to develop communicative skills and functional competence.
The term "communicative competence" was created in 1966 by linguist and anthropologist Dell Hymes, who rethought what it meant to "know" a language. Speakers must be able to use the structural elements of language correctly in a variety of speech domains in addition to having mastery over those elements[3,84]. The following is a succinct summary of what Hymes was saying: The rules of grammar would be meaningless without the rules of usage. The possibility of informative capability originated from Chomsky's idea of the etymological skill of an optimal local speaker. Although subsequent authors, most notably Michael Canale, have connected the idea of communicative competence to language teaching, Hymes did not provide a concrete formulation of the term. Three components were used by Canale and Swain to define communicative competence: grammatical, sociolinguistic, and strategic competences. Canale added discourse competence, which includes the ideas of coherence and cohesion, to the model to make it more refined.
The Council of Europe's work on new language syllabi was a significant development in the history of communicative language instruction. When leading linguists declared that communicative language teaching had effectively overtaken situational language teaching as the standard, the Council of Europe attempted to support the new method once more, which resulted in the creation of a new language syllabus. Instruction was a high need for the Chamber of Europe, which set off on a mission to give a prospectus that would address the issues of European workers. One study by a British linguist named D. A. Wilkins, which defined language using "notions" and "functions" rather than the more conventional categories of grammar and vocabulary, was one of the studies used to design the course. The new syllabus emphasized the need for real-world interaction rather than grammar and syntax to adequately explain language.
The Dogme language teaching movement was influenced by the Dogme 95 manifesto in the middle of the 1990s. It suggested that the communicative approach is stifled by published materials. Accordingly, the point of the Dogme way to deal with language instructing is to zero in on genuine discussions about pragmatic subjects in which correspondence is the driving force of learning. The Dogme approach is based on the idea that communication can lead to explanation, which in turn leads to more learning. That approach is the direct opposite of situational language educating, which accentuates advancing by text and focuses on syntax over correspondence.
A study of open capability by Bachman (1990) separates skill into the wide headings of "hierarchical capability," which incorporates both syntactic and talk (or text based) ability, and "realistic ability," which incorporates both sociolinguistic and "illocutionary" skill. The ability of the interlocutors to use communication strategies is linked to strategic competence. Language teaching was initially thought to be primarily a cognitive process that involved memorization. It was subsequently thought, all things considered, to be socio-mental, implying that language can be learned through the course of social communication. However, communicative language teaching (CLT) is currently the most common method for teaching any language. It was Chomsky's speculations during the 1960s, zeroing in on capability and execution in language realizing, that led to open language educating, yet the calculated reason for CLT was laid during the 1970s by etymologists Michael Halliday, who concentrated on how language capabilities are communicated through punctuation, and Dell Hymes, who presented the possibility of a more extensive open skill rather than Chomsky's smaller etymological skill. The ascent of CLT during the 1970s and mid 1980s was part of the way because of the absence of progress with conventional language showing strategies and part of the way because of the expansion sought after for language learning. In Europe, the approach of the European Normal Market, a financial ancestor to the European Association, prompted movement in Europe and an expanded populace of individuals who expected to gain proficiency with an unknown dialect for work or for individual reasons. Simultaneously, more kids were offered the chance to learn unknown dialects in school, as the quantity of optional schools offering dialects rose overall as a feature of a general pattern of educational plan expanding and modernization, and unknown dialect review stopped being bound to the world class foundations. The demand for language instruction significantly increased in Britain following the establishment of comprehensive schools, which offered foreign language instruction to all children rather than just a select few in elite grammar schools.
This increased demand included a lot of students who had trouble with traditional language learning strategies like grammar translation, which involves translating one sentence at a time directly into another language. These approaches assumed that students were willing to study for years before expecting to use the language in real life and that they were aiming for mastery of the target language. Adult learners, however, who were occupied with work, and some schoolchildren, who were less academically gifted and could not devote years to learning before being able to use the language, challenged these assumptions. The use of CLT, an approach that places an emphasis on communicative ability and produces better results, was initiated by educators after they realized that a strategy with a more immediate payoff was required to motivate these students. Additionally, educators were subjected to additional pressure to alter their methods as a result of the progressivism trend in education. The idea of progressivism, which holds that active learning is more effective than passive learning, led to a general shift toward group work and other methods that involve students more actively. This trend did not go unnoticed in the field of language instruction, and teachers looked for new approaches like CLT that might better reflect this new way of thinking.
New academic ideas aided the growth of communicative language instruction. Before the development of open language instructing, the essential strategy for language educating was situational language instructing. This approach relied less on direct communication and was much more clinical. Situational language instruction began to be questioned by applied linguists in Britain. This was partially in response to Chomsky's insights into how language works. Chomsky had shown that the primary speculations of language common at the time couldn't make sense of the assortment tracked down in genuine correspondence. Additionally, applied linguists like Henry Widdowson and Christopher Candlin observed that the current method of teaching languages in the classroom was ineffective. In addition to mastering language structures, they saw the need for students to develop communicative skills and functional competence. Dell Hymes, a linguist and anthropologist, came up with the idea of communicative competence in 1966. Informative capability re-imagined what it intended to "know" a language; Speakers need to be able to use the structural elements of language correctly in a variety of speech domains in addition to having mastery over those elements. "There are rules of use without which the rules of grammar would be useless," Hymes says, neatly summarizes this. Chomsky's concept of the linguistic competence of an ideal native speaker served as the basis for the concept of communicative competence. Although subsequent authors, most notably Michael Canale, have connected the idea of communicative competence to language teaching, Hymes did not develop a concrete formulation of the term. Three components were used by Canale and Swain to define communicative competence: syntactic skill, sociolinguistic capability, and key ability. Canale added discourse competence, which includes the ideas of coherence and cohesion, to the model to make it more refined. A powerful improvement throughout the entire existence of open language educating was crafted by the Gathering of Europe in making new dialect schedules. The Council of Europe attempted to support the development of communicative language teaching once more after leading linguists declared that it had effectively replaced situational language teaching as the standard. The Council of Europe developed a new language curriculum as a result of this. Instruction was a high need for the Committee of Europe, and they set off to give a schedule that would address the issues of European migrants. A study by British linguist D. A. Wilkins, which defined language using "notions" and "functions" rather than more conventional categories of grammar and vocabulary, was one of the studies the council used to design the course. The new syllabus emphasized the need for real-world interaction rather than grammar and syntax to adequately explain language. During the 1990s, the Dogme 95 statement affected language educating through the Dogme language instructing development. This suggested that the communicative approach is stifled by published materials. As a result, the Dogme method of teaching languages aims to emphasize real conversations about real-world topics in which learning is driven by communication. The thought behind the Dogme approach is that correspondence can prompt clarification, which will prompt further learning. This approach is the direct opposite of situational language instructing, which accentuates learning through text and focuses on syntax over correspondence.
An overview of informative skill by Bachman isolates capability into the expansive headings of "hierarchical skill," which incorporates both syntactic and talk (or printed) ability, and "realistic capability," which incorporates both sociolinguistic and "illocutionary" capability. Interlocutors' ability to use communication strategies is linked to strategic competence.