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Grammar Teaching for Grammars Sake or for Communication

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Document pages: 7 pages

Abstract: Grammar teaching seems to be an inevitable activity of self-indulgence of English language teachers in India. It does not lead learners beyond the Presentation and Practice stages to the Production stage of language. It ought to be an ancillary to communication. Direct grammar teaching is unproductive and theoretical and thereby teacher exercises his her epistemological supremacy over learners. Therefore, grammar should be taught communicatively in the sense that it should aid the acquisition of four macro skills so that grammar can be contextualized. English teacher instantly metamorphoses into a facilitator. The paper explores the possibilities of integrating grammar with four skills of language through the classroom experiences accumulated over two decades. Effort has been taken to make the study as empirical as possible in terms of objective observation of ‘grammar talk’ by colleagues and recollections of own experiences. It establishes a stance that inductive teaching of grammar for its integration with language production is more beneficial to students than the deductive method.

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