Contents introduction chapter I. Theoretical aspects of communicative method

2.2. Advantages and disadvantages of communicative method in teaching grammar for language learners
1. Choose a topic that requires the use of particular noun phrases. Provide the understudies with the rundown of verbal and thing phrases you maintain that they should utilize. Understudies will compose a three-to four-passage story utilizing that data, either separately or in gatherings. They will concentrate on significance and association here.
2. Request that understudies compose a survey with pictures or sections, unassuming or shut finished questions, and both. After the language teacher has checked it, the students will look for three or four interviewees to answer questions about various topics, paragraph content, or pictures. The key justification for this |activity is to evaluate others' syntactic plans and be prepared for recognizing phonetic bungles. Testing others' data licenses students to go through self assessment process.
3. The understudies assemble around a table. The language teacher asks the students to choose a difficult but interesting topic to discuss. In the wake of choosing the subject, the educator chooses the action word tense and presents the story by introducing the proposal proclamation, which the understudies will then verbally create. The underlying understudy on his right then, at that point, adds a few additional sentences. Every student made a contribution up until the last participant said the story's last sentence. The idea is to keep a comparative activity word tense all through the story and see how students install new information and language, and use fundamental or complex verbal articulations. They transform into narrators.
4. Give understudies a passage, an English paper article, or a set of experiences reading material. The use of connectors, key words, simple or complex sentences, and tense should be identified by students. They ought to similarly take apart the discussion plan that switches to and fro between subjects or perspectives. Since the text follows a foreordained configuration, this errand will cause understudies to expect the structures and designs it will have. This will encourage their abilities to expect.
5. Instructors and students can ask and answer questions about any topic. In this situation, the instructor will employ a variety of grammatical structures and communicative drills to help the listener comprehend the speaker's message and assist students in connecting form and meaning. Students are not reiterating a comparative idea or set content; They will learn how to use language to convey ideas and information and how to apply grammar rules in a variety of contexts. Speakers and listeners can better communicate as a result of this.
6. The students select the appropriate example to convey their thoughts and feelings about a particular topic after the instructor matches syntactic examples to specific open implications. They will actually want to see the association among structure and work and have the option to utilize syntax to communicate different informative implications because of this.
7. The instructor helps students comprehend how grammatical forms function in context and encourages them to bring their own authentic data into the classroom by allowing speakers and writers to construct communicative meanings through a variety of tasks. Learners encounter items of the target language both in interactions with other grammatical and discourse elements that are closely related to them and in the contexts in which they naturally occur.
8. A brief discussion about ways to connect the content of a punctuation design to picture groups of students' own lives is had by the educator and understudies. Students are encouraged to bring their prior knowledge to the discussion. In doing in that capacity, the teacher revolves around the usage of referential requests to review grammar structures with the students, while legitimate correspondence, content-based subject assignments, student/student participations and the conversation of importance by students and educator are used.
CONCLUSION
Generally, there is a wide range of activities and techniques developed by different scholars. Some activities make use of classical exercises or activities in bringing students’ attention to form such as translation, dictation, and rote memorization , while others attempt to develop communicative ones such as “noticing” tasks (i.e. learners are asked to notice and underline grammatical aspects in a texts or statements), “consciousness-raising” tasks (i.e. learners complete an helped to discover how the target language structure works by analyzing texts), “checking” tasks (i.e. learners are asked to complete an activity to check if they have understood how the structure of the target language works), etc. Although these activities are aimed at making grammar forms salient to learners, this is always achieved through communicative tasks. Such tasks are designed in such a way that they promote learners’ awareness of the grammatical forms of the target language along with engaging them in communicative interaction. Together these activities can enhance the learners’ target language development and awareness. In a nutshell, Focus on Form instruction is the most recent method of teaching grammar that attempts to bring together both form and meaning in the course of teaching. This method is built on the assumption that a return to form is inevitable in grammar teaching and that any teaching of grammar that tends to turn a blind eye to the teaching of grammatical aspects of language is doomed to be inadequate. For this reason, Focus on Form instruction stresses that both form and meaning are of paramount importance to language development and, therefore, they should be used in an optimum and judicious manner in order for learners to be able to develop both fluency and accuracy.