The Dimensions of Communication in Teaching Grammar
Communicative language in teaching is not conceived simply as an object study, but as a communication tool and as a system of meaning. This one, as a practical activity that takes place in a social environment is closely related to communication. Teaching activities include attract attention or awareness of students' language forms in the context of meaningful communication. On the other side teaching methods based on different forms of communication ask for an increase more and more linguistic competence. Under this perspective, language is seen not only as a communication tool, but as the construction of thought. In this paper we intend to analyze communicative language teaching in general and grammar in particular, ways and methods that influence the selection of effective strategies in accordance with the context of language teaching. Since the purpose of the scholastic program is academic language acquisition for communicative purposes is clear that such a communicative grammar provides students with the tools that enable it to communicate through grammar in concrete situations. The question in the discussion currently is not whether teaching should focus on grammar, but how to teach grammar effectively for a successful communication.
This work is licensed under Creative Commons Attribution 3.0 License.
Journal of Educational and Social Research ISSN 2239-978X(Print) ISSN 2240-0524(Online)
Copyright © MCSER-Mediterranean Center of Social and Educational Research
To make sure that you can receive messages from us, please add the 'mcser.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders..