THE IMPORTANCE OF COMMUNICATIVE APPROACH
IN GRAMMAR LESSONS
Student
: Burxonova Ruhsora
Goup: 2012
Supervisor
: Toshboyeva Munojat
UzSWLU
As learning foreign languages has already started to be enhanced, grammar
became an indispensable part of teaching in EFL classes. This article alludes to the way
instructors can center the teaching of the remote dialect within the classroom in such a
way that they can communicate in a cognizant way, by describing their genuine
encounters. The root of the Communicative Approach as a synthesis of several
approaches is clearly clarified, as is the function of the teacher and the students in a
communicative ESL class, and gives a few illustrations of activities related to
communicative approach that can be created in a lesson in terms of the communicative
perspective. The communicative method of the teaching of foreign language grammar
will be examined in this process. It is planning as an introduction to the communicative
approach for teachers and teachers-in-practice who need to supply openings in the
classroom for their understudies to lock in the target language in real situations. What
the communicative approach is, where it comes from, and how teachers' and students'
responsibilities differ from those they play in other teaching methods and how this
approach can be useful in grammar lessons are among the issues that need to be
addressed. There are descriptions of specific tasks that can be used with a
communicative approach, as well as resources for suitable materials.
Communicative approach is intensive scenarios from everyday life utilized in
communicative language education. The instructor creates a scenario that students will
probably experience in the real world. The communicative approach to language
instruction might lead students to guess as to the outcome of a class exercise because it
will vary depending on their reactions and replies, in contrast to the audiolingual
method, which emphasizes repetition and drills. The recreations of actual life are always
evolving. The passion of students to engage in meaningful communication about
relevant subjects serves as their source of motivation for learning. Language is an
activity that is interpersonal and has a relationship to society. When we study language,
we have to look at its function in context, both its etymological setting(what is
articulated some time recently and after a given piece of talk) and its social setting such
as who is talking, what their social parts are, why they have come together to talk.
Moreover, As Margie S. Berns, an expert of communicative language teaching said, the
communicative language approach is designed to impart a chance student to learn how
to communicate fluently in real- world situations with people who speak the target
language fluently. This type of learning focuses more on developing skills than on
correcting grammar mistakes (Berns, 1984, p. 5).
The communicative approach to teaching languages originated from educators
and linguists who were unhappy with the traditional methods of teaching foreign
languages using audio-lingual and grammar-translation methods. The teachers knew
that the students were not studying well enough in a way that was realistic and whole
language. Using appropriate social and div languages was new development when it
came to communicating with the help of the language they were studying. The
advancement of communicative-style educating detected within the 1970s; authentic
language utilize and classroom trades where understudies evolved in real progress with
each other got to be quite common The communicative approach has been adapted to
different age levels, and it has spawned different teaching methods popular wtih
different names, such as;
•
notional-functional;
•
teaching for proficiency;
•
proficiency-based instruction;
•
communicative language.
According to Richard and Rogers, while grammar teaching is focused, CLT concentrates
on communicative capability instead of insignificant mastery of structure (Richards and
Rogers, 1986:64). Communicative errands are imperative since, as DeKeyser (1998) has
depicted, they permit learners to hone the target language structure highlight beneath
“real working conditions.” Communicative linguistic use hone has regularly centered on
talking exercises; in any case, composing exercises are moreover an vital and substantial
way to hone. In a ponder on Taiwanese and Japanese English course readings Huang
(1999), found that not only the audiolingual but communicative approaches are also
shown in the junior-high English educational programs. This is often moreover apparent
within the comparison of grammar exercises in this paper. For instance, the auxiliary
design of linguistic use practice is held, which linguistic use educating in Asian settings
is less affected by the execution of CLT in comparison to other ranges. The
communicative approach to educating grammar may be a small diverse than educating
linguistic use expressly. This method of educating language structure centers on
educating grammar in a normal arrange of movement. This tends to be utilized more
with ESL students (English aas a Second Language). Therefore, this technique of
instructing makes a difference understudies create a feeling comparative to their to begin
with dialect when they learn linguistic rules. Classroom exercises led by the
communicative approach can be classified by attempting to create important and
genuine communication, at all levels. Consequently, there may be more accentuation on
aptitudes than frameworks, lessons are more student-centred, and there may be utilize
of true materials. An case of how a communicative approach to instructing language
structure varies from express educating is that the show tense would for the most part
be instructed to begin with. This implies understudies would learn the display tense and
how to utilize it successfully some time recently they endeavor to utilize the past tense.
Express language structure lessons, in any case, would likely present the past tense early
on in learning language structure rules. The communicative approach gets children
utilized to utilizing the nuts and bolts to begin with some time recently they construct
on their knowledge.This may offer assistance students be less anxious of linguistic use
and lets them learn in a more natural way. This will truly offer assistance to spur children
and to move forward their understanding of linguistic use over time. On the off chance
that children get to memorize language structure as they put it into hone, they are more
likely to keep in mind it. Larsen- Freeman mentioned that speaking less and tuning in
more, teachers in communicative classrooms will actively facilitate their students'
learning, and learners may discover they get more comfortable speaking the target
language in general as a result of their increasing duty to contribute as well as they are
more accountable for managing their own education (Larsen-Freeman, 1986). In some
cases, difficult activities would probably be more confusing for someone who has
trouble understanding grammar if the student did not get the context, register, and
function of grammar that emerge from a communicative approach to teaching grammar.
In conclusion, the area of applied linguistics has not reached a definitive conclusion
about grammar instruction. Our goal is to identify a pedagogically sound and
scientifically supported stance for grammar instruction in the communicative classroom
in EFL lessons is being studied to demonstrate the value of systematic explicit grammar
education as a pedagogical strategy. On the basis of pedagogical principles, the setting
of the classroom, and the students in the classroom, teachers will undoubtedly find an
effective technique to teach grammar in their communicative classroom as applied
linguistics and foreign language teaching grow. I profoundly assert that the trachers
should concern about all features of communicative approach in teaching grammar
evenly and add it to the classroom curriculum due to the various major explanations
mentioned above.
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