DOI: https://doi.org/10.60149/UFKK9170
Bridging the Gap between Grammar Competence and Communicative Performance
Author: Berta Gerges
Balamand University (UOB)
bertajerjess@hotmail.com
& Sharon Tyrell
Abstract: found out that in the course of the adoption of the latter method, students were undoubtedly able to achieve better outcomes in speaking skills. Nonetheless, I evidently noted various weaknesses through constantly observing students engage in performance task-based activities, namely a noticeable decline in grammar acquisition and writing proficiency. Both pedagogy types, grammar-based and communicative approaches, were employed in a mutually exclusive manner. However, grammar is an important part of building communicative competence, and oral fluency is significant for building linguistic competence. In its focusing on oral fluency, a communicative approach may not be the best option for a student seeking to enhance his/her writing ability and understanding of grammar. The purpose of this research is to trace the gaps and suggest solutions..
Keywords: SLA theories, Krashen and Terrell’s “Natural Approach”, student-centered vs. teacher-centered approaches, students’ needs, teacher’s role, material design
Download link:Article 1 (PDF)
DOI: https://doi.org/10.60149/HXMO1985
Is the Grammar-Instruction Approach an Old-Fashioned Method in Comparison to the Communicative Approach in Non-Native Contexts? A Case Study of Students and Teachers’ Perceptions
Author: Nancy F. Nehme
The Lebanese University
Abstract: opportunities of use. Thus in English Foreign Language (EFL) circumstances, can a communicative approach fulfill its effectiveness in terms of proficiency without grammar instruction? Are EFL students fully adept to acquire a foreign language without a focus on its rules? Do teachers promote the communicative approach to be solely used in their classrooms? This paper examines this concern by taking into account those questions from students and teachers’ perceptions in an English language course in a private university in North Lebanon. This paper will discuss both students and teachers’ attitudes towards both the communicative and grammar approaches in terms of learning and teaching the English language in an EFL context.
Key Words:Key terms: grammar-instruction, second language acquisition, the communicative theory, learning styles, learner-centered approach, English language teaching
Download link:Article 2 (PDF)
DOI: https://doi.org/10.60149/QLOS9225
Teaching Communicative English Language in Non-Native Contexts using Simulations
Author: Lamis Fanous
The University of Balamand
lamisfanous@hotmail.com
Abstract: and self-instruction where he/she is ought to explore, indirectly, his attitudes and values. My paper explores, in detail, the theoretical and empirical dimensions of “simulations” which is one of the basic learning activities in communicative English courses. ..
Key WordsSimulations, Self-learning, Functional English, Independent learning, Classroom application, Real-life practice.Download link:Article 3 (PDF)
DOI: https://doi.org/10.60149/HTHM9309
Ineffectiveness of the Communicative Language Teaching approach in language Acquisition in an Arab non-native speaker context
Author: Ozma Siddiqui
King Abdulaziz University, Jeddah
ozma_siddiqui@hotmail.com
Abstract: The CLT (Communicative Language Teaching) approach emerged in the late 1960s as a response to the prevailing discontentment with grammar-based instruction and audiolingualism in EFL (English as a foreign language) classrooms. However, the emphasis on fluency versus accuracy in the CLT approach has shown to fall short of the desired competency among non-native speakers of English. Learners typically express the need to know more vocabulary both for reading comprehension and to enable them to write on topics prescribed for their curriculum. This paper aims to identify the major components that can be combined with the communicative approach to support the teaching and learning of English in a non-native context at a Saudi university. The paper will also investigate the effectiveness of using non-native or authentic texts in the EFL classroom with reference to studies conducted in the field. The evidence for the qualitative data is collected from a Questionnaire and informally structured interviews with five volunteers who are faculty members at the university where the study was conducted. The research material used is mainly secondary. The paper will present an exploration of other researchers' work on the issue. The research hypothesis is that the CLT approach as it is being implemented at a Saudi university is ineffective in enabling language acquisition. The research findings indicate that for the CLT approach to be effective in non-native contexts, it has to be adapted to suit the needs of the context in which the English language is being taught.
Key WordsCLT approach, functional/notional, EFL/non-native, students' performance, language competencyDownload link:Article 4 (PDF)
DOI: https://doi.org/10.60149/TRJG5106
