Contents introduction chapter I. Theoretical aspects of communicative method

1.2. Importance of Communicative method in teaching foreign languages
Teaching grammar has arguably been the most contentious aspect of language learning. Researchers and educators have debated the merits of grammar instruction for a long time. Even though there has been a long-running debate about grammar, we still use grammar in our language. Therefore, it's possible that the issue lies not with grammar itself but rather with how it has been taught and learned.
Early ways to deal with unknown dialect guidance, including the Sentence structure Interpretation Strategy (GTM), frequently showed syntax separate from the bigger settings in which language is utilized. While these methods often helped students acquire a receptive (reading) knowledge of a language, they sometimes didn't help them become communicative communicators in writing and speech. Since Audiolingualism (ALM), a number of approaches to language instruction have emphasized the development of communicative competence. Informative skill doesn't mean a shortfall of punctuation guidance but instead sentence structure guidance that prompts the capacity to really convey. The current month's Educator's Corner centers around showing sentence structure openly, showing language in huge classes, and showing punctuation in setting.
So, what does it mean to "teach grammar communicatively"? This indicates that grammar lessons and instruction go beyond simply introducing a grammar item or items, requiring students to perform controlled exercises, and then later evaluating students' comprehension of those items. It entails planning grammar lessons with a communicative activity or task in mind. A communicative grammar lesson might begin with a presentation of a grammar item and examples, much like a traditional approach, followed by controlled exercises to practice the grammar item.
A communicative grammar lesson, however, does not end there. Following the show and practice organizes, an informative punctuation example offers understudies the chance to rehearse the objective syntax. The focus of a communicative grammar lesson typically shifts from accuracy to fluency during the practice stage. Communicative tasks are crucial because, as DeKeyser explains, they provide learners with the opportunity to practice the target grammar feature in "real operating conditions." Speaking activities have frequently been the focus of communicative grammar practice; Writing, on the other hand, is an important and legitimate way to practice communicating with grammar.
A communicative task should give students the chance to use language to communicate, whether it's written or spoken. A portion of the exercises that frequently occur in the open phase of a language structure example are games, pretends, and conversation exercises. Games are a great strategy for open punctuation practice since they permit understudies the valuable chance to rehearse and foster language abilities in a charming and low-stress way.
To get you started using games for communicative grammar, here are some resources:
As educators, we in a perfect world believe that our understudies should work on utilizing language openly. However, communicative practice can be difficult in large classes; With a lot of students, it can be hard to put them in groups or pairs and watch what they're doing. With huge classes, educators shouldn't feel remorseful on the off chance that they can't make every example a totally informative encounter; rather, they ought to zero in on what they can do. For example, in a huge class, an educator probably won't have the option to do a whole open illustration yet could possibly do a couple of intelligent exercises.
One more method for giving understudies more open doors for informative practice is to give them out-of-class tasks that require utilizing the objective language point. For instance, if students are working on practicing the present simple for routines, they might practice the grammar point in class and write a brief paragraph for homework about their daily routine. Students can record themselves speaking the target language alone or with another student if they have a cell phone or other device. For instance, understudies could make inquiries questions in light of the objective sentence structure point and interview an accomplice, or they could put down a content utilizing the objective language and account themselves acting it out. There are numerous opportunities for productive communicative practice for students with Internet access. Understudies could relate with e-buddies, record digital broadcasts, or compose online journals. All of these activities can be done with a focus on the grammar points that are relevant to lessons in class. Teachers may need to rethink how they plan classes when there are a lot of students, but there are still a lot of ways to provide students with opportunities for productive, communicative language practice.
Language instruction has traditionally concentrated on teaching grammar at the sentence level. Parts of speech, tenses, phrases, clauses, and word order are all included in sentence-level grammar. However, current teaching methods acknowledge the significance of contextualizing grammar. To put it another way, it is one thing to comprehend a grammatical item in particular examples or to be able to select the appropriate form in a grammar exercise; however, it is quite another to observe how a language item functions within a piece of writing or a conversation.
Here's an illustration of how context can affect grammar. Let's say you're teaching students about classroom objects and want them to use the new words in sentences. They learn that it is an (n) _____. Your understudies practice sentences like It's a pencil, It's a book, and It's a journal. This is fine, however look what occurs with article use in setting: A young man placed his book on the table. The book's cover is orange. The indefinite article a is used for the first mention of the boy in the first sentence, while the is used for the second mention. Without utilizing setting, we were unable to show this relationship. This is only one model, yet it shows how sentence structure in setting frequently works uniquely in contrast to how it functions in separated models
A language illustration could begin with a setting with the objective sentence structure thing that understudies work to comprehend or make sense of. For instance, if the simple present for routines is your focus in grammar, the lesson might begin with a paragraph about a typical day. The instructor would then ask the students to explain the example's verb tense, offering advice and clarification as needed. Nonetheless, an illustration that utilizes setting doesn't need to begin with a unique circumstance. It might begin with the rule and some examples and later demonstrate how the grammar item is used in context. A few instructors start with rules and later move to setting, and different educators start setting and more toward rules. Both methods are used by many teachers. Consider the students' proficiency levels, prior experience with the target grammar item, and learning preferences when deciding whether to present the context first or later in the lesson. Showing the context first might be best for some grammar items, while starting with rules and examples might be better for other grammar items.
Teaching in context does not necessitate the use of an authentic text (any spoken or written text that was not created for the purpose of teaching or learning a language). While showing punctuation in setting, it's essential to consider understudies' capability levels as well as their past involvement in the objective syntax thing. More significant level understudies can frequently profit from utilizing credible texts, yet lower-capability understudies will frequently require a text explicitly ready with the end goal of language learning. Textbooks contain many excellent examples of grammar in context. You can make your own if you don't already have one that shows grammar in context. For instance, on the off chance that you are showing everyday schedules, you could involve your own day to day daily practice as an example text. While providing a context is a component of the lesson when teaching grammar in context, it is not the entire lesson. A full or partial explanation of the grammar form and some practice with the target grammar item will still be required, depending on your students' level of proficiency.
I'm going to show in the pages that follow that modern methods help a student understand and improve grammar more easily and in a more entertaining way than traditional ones. I'm starting with the hypothesis that traditional methods don't exactly help the student learn English more easily and that they definitely don't make the English class very enjoyable. All of these modern activities are meant to broaden students' perspectives and show them that grammar is more than just theory; it's also fun and practice. Fez – Researchers have always been divided about how to teach grammar. The issue of whether grammar should be taught explicitly or implicitly has always been a contentious one in history; while the insightful strategy is generally connected with the feared punctuation based approaches, the inductive technique is firmly connected to the correspondence based approaches which have won energy, these days. Notwithstanding, late examinations in the field of second language securing have uncovered that, very much like the syntax based approaches were deficient because of their only spotlight on structure, the open based approaches, as well, have numerous deficiencies, significant of which is their simple spotlight on importance based guidance. As a result, these negative responses have led to the creation of a new method for teaching grammar that addresses the shortcomings of both approaches by combining focus-on-form instruction. This examination looks to talk about the issue of spotlight on-structure guidance in open language educating. It first seeks to establish the issue's context. Second, it tries to define focus-on-form instruction and its main tenets. Thirdly, it gives the focus-on-form instruction some advantages. Last, it presents a few pragmatic exercises for executing it. Ways to deal with language educating have gone through many changes and vacillations. These progressions that have described the educating of syntax are credited not exclusively to the progressions in the examination discoveries led on this issue, yet additionally because of the development from language structure based ways to deal with open methodologies. The last option put its essential spotlight on importance and the understood educating of linguistic guidelines. The assumption that students will be able to fully master the target language by only teaching grammar is the foundation of grammar-based approaches. "One of the major assumptions that underlie traditional grammar-based approaches is that language consists of a grammatical forms and structures that can be acquired successively," according to Nassaji & Fotos [4,23]. To put it another way, a learner will eventually acquire a language if the grammatical forms of that language are presented to them sequentially. The most famous punctuation based approaches are customary interpretation and sound lingual strategies. Even though they differ in many ways, these methods all assume that the best way to learn a language is through explicit grammar instruction. The emergence of the communicative movement has cast doubt on these methods. The communicative approaches, in contrast to the grammar-based ones, are based on the idea that language is best learned through communication rather than through the rote repetition of grammatical forms. When teaching grammar, communicative approaches have neglected to explicitly use grammar rules. This has prompted a shift from structure centered guidance to significance centered guidance. It has been determined that students' oral communication skills cannot be developed solely through grammar instruction. In addition, numerous researchers have confirmed that language instruction transcends grammar instruction. This is because teaching grammar explicitly does not lead to fluency. In a similar vein, the development of communicative language instruction, which prioritizes the growth of students' communicative competence, has been greatly influenced by Hymes' theory of communicative competence. The open capability declares that information on a language not just lies in knowing the syntactic types of that language, yet additionally of knowing how to utilize them properly in various correspondence settings. By the by, considering that every one of these methodologies centers just around either the structure or importance while deliberately ignoring on the other one, they have both been viewed as inadequate all alone. There is ample evidence from researchers to support the significance of including both form and meaning in language instruction. For example, Krashen's Screen Hypothesis complements the interrelatedness of express and certain information, as does Language Mindfulness Development, which underscores the significance of unequivocal educating and reflection on language structures. Basically, both unequivocal and implied information are similarly significant. As a result, numerous educators have argued that communicative approaches should reevaluate their objectives and include both form and meaning.
Increasing awareness Increasing awareness is a component of context-based grammar instruction. By highlighting or assisting students in noticing a particular grammatical feature, consciousness-raising refers to making students aware of its properties. For example, with the science report model, cognizance raising could begin with requesting that understudies distinguish the passives in model texts. Understudies could peruse a model text and afterward circle each occurrence of the uninvolved voice. Instruction could move on to the meaning of the model text after students have identified passives: When a writer uses the passive voice in this situation, what does it mean? Then, use: How is the latent voice utilized in the given kind? Students may be able to identify target features in subsequent encounters with the assistance of consciousness-raising tasks.