Contents introduction chapter I. Theoretical aspects of communicative method


Download 115.44 Kb.
Hajmi115.44 Kb.
1   2   3   4   5   6   7
Abdulakimova Mo\'tabar

2.1 Effects Of Communicative Method In Teaching Grammar For Language Learners
Teaching language communication: a device to show punctuation For quite a long time, numerous English language instructors have shown syntax classes following just pre-assembled structures as gatherings of sentence designs with no conceivable adaptability or change. However, because "it describes a set of general principles grounded in the notion of communicative competence as the goal of second and foreign language teaching," the Communicative approach has been widely used in these classes since the 1990s. a fresh approach that has grown out of our understanding of how to learn a second language over time [7,43]. As a result, a set of principles for teaching communicative language can be used in different ways depending on the context of the classroom, the age of the students, their level, and their learning objectives. Teachers of the English language are able to create and implement activities for each lesson by adapting their teaching methods to the subject matter. This will stir understudies' instinct and innovativeness while utilizing the language. Some fundamental assumptions of the current communicative language instruction cited by Richards will be assumed through this application of principles:
• Second language learning is worked with when students are taken part in connection and significant correspondence.
• Effortful classroom learning tasks and exercises allow students to negotiate meaning, increase their language resources, observe language usage, and participate in meaningful intrapersonal exchange.
• Correspondence is an all encompassing interaction that frequently calls upon the utilization of a few language abilities or modalities.
• Activities that involve language analysis and reflection as well as those that involve inductive or discovery learning of underlying rules of language use and organization facilitate language learning. These suspicions assist language educators with dissecting the methodologies utilized while showing syntax and cause understudies to incorporate and involve it in a characteristic and unconstrained manner. In this context, it is also pertinent to mention two strategies that can illuminate language instruction through communicative activities: the inductive methodology and the rational methodology. Students are provided with some examples from which a rule can be inferred in the inductive approach, whereas the deductive approach presents rules and some examples of how the rule is applied. In addition, outlined some of the benefits and drawbacks of these strategies, such as:
Advantages of the inductive Approach:
• Compared to rules that have been given to students, rules that students discover for themselves are more likely to fit into their mental structure. This thus will make governs more significant, noteworthy and relevant.
• Rather than being merely passive recipients, students are more involved in the learning process: As a result, they probably pay more attention and are more motivated.
• Students have the opportunity to practice their language skills further if the problem-solving is done in the target language and collaboratively.
A few drawbacks:
• Beginning the example with a language show might be disconcerting for certain understudies, particularly more youthful ones. • Grammar explanation encourages a teacher-fronted, transmission-style classroom; • They may not have sufficient metalanguage (language used to talk about language, such as grammar), and they may not be able to comprehend the concepts involved. Student participation and interaction are frequently sacrificed in favor of teacher explanation.
• Clarification is only from time to time as critical as different types of show, like exhibition .
Absolutely, the two methodologies show benefits and impediments in their appropriateness in the educating system; notwithstanding, the logical methodology relates all the more firmly to the fundamental goal of this examination, for showing language structure in an open way assists understudies with investigating the given model and reason why certain principles are applied to those particular models. Learners may be able to adapt these rules to other examples, create new rules, and create their own learning process through this process [7,49].
According to Borg, the language teacher's educational background and formal training will influence the use of a particular teaching technique, approach, or methodology. As a result, a teacher whose educational background was strongly influenced by the idea of making students enjoy thinking about grammar and applying rules in a practical and up-to-date way will use methodologies based on context-based activities and this skill as a tool to allow language learners to learn, possess, and analyze the second language while interacting with native speakers and classmates. Two methods of instruction will be discussed as part of the ongoing effort to invent, engage, and inspire students in the classroom: the open methodology and the unequivocal technique.
Methods of instruction: The Communicative strategy and the Explicit strategy Ulrich mentions the Communicative strategy and the Explicit strategy as two different teaching strategies. The blend of these two techniques gives understudies an unmistakable and very much made sense of hypothetical system and a contextualized and common habitat to make them utilize the language in a local like manner.
Language teachers must include communicative activities like oral presentations, individual or group projects, free writing, spontaneous speech, and the development of their own written and oral style in their lesson plans in this manner. This should be possible without disregarding the objective language rules and understudies of a subsequent language can execute every one of the hypothetical viewpoints in their oral and composed execution.
This will help students envision grammar school as an enjoyable experience that serves as the foundation for a lifetime of learning. Advantages and disadvantages of traditional grammar In traditional grammar, learning the technical vocabulary for nouns, verbs, adverbs, and adjectives is emphasized. In order to master sentence patterns, students are instructed in grammatical rules.
Students are given an explicit grammar rule to learn, and then they do a practice exercise to put the rule into practice. As a result, the students feel more in charge of the practice and less afraid of making erroneous assumptions about how the target language is working.
On the other hand, according to Ellis (1995), Larsen-Freeman, and Long (1991), this type of language learning may not have significant effects on acquisition sequences, but it does facilitate both the rate and final level of second language acquisition. In a similar vein, other studies on the efficacy of teaching a second language (Norris & Ortega, 2000) came to the conclusion that this kind of explicit instruction—which includes presenting the structure, describing and illustrating it, and providing rules for its use—helps students learn the target structures significantly better. However, merely providing students with communicative exposure to the target form as part of implicit instruction can delay them from achieving their learning objectives.
Ulrich (1994) argues that the proper use of grammatical items or sentence patterns should be the primary focus of grammar instruction because grammatical rules help students understand and apply these patterns. To put it another way, teaching grammar ought to cover meaning and usage in addition to sentence structure or patterns. To be sure, in customary language educating, what understudies realize and how they not entirely set in stone regarding the homeroom circumstance, as opposed to concerning the students' truly informative requirements in genuine circumstances.
As a result, students frequently have trouble applying what they have learned outside of the classroom. Hence, Skehan (1996) exhorted that the customary model isn't upheld by momentum research; He maintains that the belief in a specific form leads to learning, but practicing drills and diagramming sentences is still important for using grammar effectively. In addition, this type of logical approach promotes the idea that knowing the rules is all that is required to learn a language. However, since the communicative teaching method enhances the learning process for students, it is possible to combine the traditional approach with it. Benefits of executing the informative showing system in the Sentence structure classes Learning a language through an informative technique can give the student a preferable chance to impart over a punctuation based approach. However, the Communicative Approach and the conventional grammar method are useful tools for students learning a second language in a number of ways. Some of which there are:
• Make the goal of language learning to communicate in real life.
• Provide opportunities for them to test their knowledge and experiment.
• Allow students to make mistakes because they show that they are improving their communicative competence.
• Provide learners with opportunities to improve their accuracy and fluency.
• In the real world, connect the various skills, like speaking, reading, and listening.
• Allow understudies to initiate, or find, sentence structure rules.
Applying these standards in the study hall will require language educators to alter their instructing technique. As a result, activities that require learners to organize their language knowledge, negotiate meaning, interact with peers, plan activities that require logical thinking, and defend their point of view must be replaced with activities that require accurate repetition, memorization of phrases, sentence patterns, and grammatical rules, drills, and multiple choices.
Transformation of teachers' methods: a shift in education Language teachers should see the move toward CLT as an opportunity to implement new teaching methods. They will have the chance to grow their imagination and interest in class-developed topics in this manner. Grammar will be the focus of those activities. Key aspects of this shift are identified by Jacobs and Farrel (2003). They are:
• Putting more of an emphasis on the role that students play rather than the external stimuli that students receive from their environment. As a result, the focus shifts from the instructor to the student. The term "move from teacher-centered instruction to learner-centered instruction" is commonly used to describe this transition.
• Concentrating on the social idea of advancing as opposed to on understudies as independent people.
• Paying more attention to the diversity of students and recognizing, catering to, and appreciating these differences as resources rather than obstacles to learning This shift is known as the investigation of individual contrasts.
• Alongside this accentuation on setting comes interfacing the school with the rest of the world for the purpose of advancing comprehensive learning.
• A whole-to-part orientation as opposed to a whole-to-part strategy. This includes methods like starting with a meaningful, complete text, such as the choice of words and the structure of the text.
• A preference for meaning-based instruction over drills and other forms of rote learning.
• The idea that learning is a process that goes on throughout one's life rather than something done to get students ready for an exam.
Teachers use these principles to develop oral and written activities that encourage students to interact with one another, students' individual searches, challenges for individuals and groups, diverse and innovative projects, and students' learning autonomy. Positively, Informative Picking up Helping powers language educators to coordinate the educational program. As a result, grammar will no longer be viewed as an independent subject but rather as intertwined with other subjects in the curriculum. Language educators can presume that a nearby association between all subjects in the educational plan will permit understudies to foster undertakings in language beyond normal homeroom exercises. A single CLT model must not serve as the basis for these new approaches. The traditional grammar approach (TGM) can also be used as a supplement. Teachers' concerns regarding how to teach grammar in a way that is both effective and practical can be addressed in different ways depending on how well the TGM and CLT are implemented. Some communicative teaching methods will be discussed on the premise that both approaches are equally effective when combined. Informative instructing systems: practical and enjoyable activities The majority of grammar teachers face the constant challenge of making their classes active, vivid, and creative. This is definitely not a simple undertaking since it requires language instructors to create and carry out infectious exercises to incite understudies' excitement and interest. Fill-in-the-blanks, drills, multiple choice, and rewriting sentences are just a few of the traditional exercises that have failed to meet the primary goal of the teacher, which is to help students learn grammar. Students don't know how to use structures that aren't used in everyday speech because teachers think they should make them memorize them. This is why students don't know how to use those structures in a flexible and useful way..

Download 115.44 Kb.

Do'stlaringiz bilan baham:
1   2   3   4   5   6   7

Ma'lumotlar bazasi mualliflik huquqi bilan himoyalangan © 2024
ma'muriyatiga murojaat qiling