teaching English grammar through communicative language teaching method (ACCB) in the context of Bangladesh

teaching English grammar through communicative approach to language teaching (ACCB) in the context of Bangladesh.

Summary

communicative language teaching is the most controversial of all language teaching learning approaches in recent decades. Many approaches are presented, but are redesigned, again and again if the merger is possible with CLTA. Any language without grammar can take us back to the simple world of atavistic sounds and body language. This study aimed to determine why and how the CLTA grammar in the context of Bangladesh.

Keywords

World Englishes, grammar translation method (GT method) Method Audio lingual (ALM), communicative approach to language teaching (ACCB), linguistic competence.

studio background

communicative approach to language teaching is the approach most people speak in the last decades. Many approaches are presented, but are redesigned, again and again if the merger is possible with CLTA. A language without grammar can lead people into the modern world seems simply atavistic and body language (Sarwar, 2011). For this reason, why and how grammar is in CLTA is a concern of this study. Despite the grammar as a method of teaching and learning languages ​​has been followed since the Greek and Latin (B. Kachru 2006, World Englishes), but its definition is broad and dynamic. According to theoretical orientation, to define the grammar for linguists differently according to their own way. Geoffrey Leech et al (1982) consider grammar as an important element that is related to phonology and semantics, or the sound and meaning. Hudson (1992) argue that the grammar covers all kinds of information about the words, because there are no borders around the grammar. The grammar as a set of morphology and syntax has been believed by Huddleston (1988). Cobbett (1984) defines what are the rules of grammar and principles that help a person to use words to manipulate and combine. Fowler HW (1983) states that the grammar of the branch that deals with the inflections of a language, its phonetic system, and arrangements of words in sentences, George Snell (1649) believes that the language grammar grammarians a state of “fixed and immutable,” James Barclay (1743) focuses on grammar says that writing will be improved with the rules concerning the correctness of the expression … strength and harmony of some phrases, the proper meaning of words, their only connection with another, and the skills needed to put everything in regular order (p-660). Rutherford (1987) defines grammar as “a necessary component of any program of language teaching” (p. 9), and therefore, he says, also plays an important role in language teaching. However, the emphasis on grammar in language teaching has been challenged by the emergence of teaching methods based on different theories of learning and in the context of the socioeconomic infrastructure of a country. As a challenge not only influenced the content and curriculum in teaching the language of the particular situation, but also the participation of teaching grammar. University education in Bangladesh is no exception in this regard. Therefore, a new and revised the role of grammar has been necessary to linguists and educators to speak the language of the law and rethink the strategy of grammar in teaching and learning. Thus, a constant debate takes place between educators and linguists talk about the nature and type of teaching grammar is a second language to be taught or learned.

Troubleshooting

Despite the recent interest the outbreak in the belief of the teacher in the school systems in the regular education teacher of English grammar and beliefs influence of these beliefs in their intentions, decisions and actions in the classroom practice are relatively unexplored. This study will attempt to fill the void left by insufficient knowledge of research in this area. Specifically, this study is to investigate the teachers and students of the belief and teaching of grammar to examine the consistency and the inconsistency of their beliefs and practice in class degree in English in the context of Bangladesh. Also examine the contextual factors that support existing and achievable and prevent any one to establish the belief in practice, teachers and adopt accommodative strategies when it comes to restrictions on the context in which education of the first cycle is the intersection more important in the context of the education system of Bangladesh.

Taking into account various

of second language teaching, teaching grammar through communicative teaching approach, language is spoken. Although we assume that the role of grammar and the role of communication in language teaching are the two polar opposites, but in reality these comments are just wrong. The fusion of these two terms is necessary for the best performance in terms of utility. The merger of CLT grammar and should be rethought in Bangladesh in line with current global perspective.

grammar teaching in the undergraduate level through an appropriate approach to language teaching in Bangladesh perspective is again being considered as pupils / students learn grammar, every year until “upper secondary level and read English as a compulsory subject in the undergraduate curriculum of universities in Bangladesh, learn about the same grammatical elements, each year, however, can not properly use and go for some gallops to practice the language of business communication. If the Grammar is taught with methods of the communicative language teaching (ACCB), which could go straight to labor markets and international efforts to demonstrate their competence. Now, to find possible ways to teach grammar through CLTA should be defined for language teachers who can forget their traditional role of coach and educator active, rather than the role of students must be emphasized considering the size of classes in Bangladesh, the quality of teachers, salaries, limited resources, economic potential and infrastructure of teacher education, the concept of applying CLT, the trend of change programs policy makers, students’ age, interest, motivation, needs, etc. in Bangladesh. The role can be played by teachers in Bangladesh if you can get away from the traditional concept of teaching grammar as an instructor and become a facilitator, a role for the approach to communicative language teaching. Teachers can work with the students and can help them improve their language skills. Learn grammar, which was an unpleasant and phoebia for students from the language of teaching and learning of English began in Bangladesh. Van Ek (1975) states: “A teacher is a facilitator tends to be more student-centered and less dominant in the classroom than other approaches. The facilitator can also take the role of mentor or coach rather than director. The British Council (Campaign in Asian countries) plan identifies the need for functional studies based on acts “of communication such as presentations, make requests, express opinions, ask for information, deny, apologize, give advice to persuade, “used often in the language of communication education. As teaching and learning of the grammar of ESL / EFL students are out of the question, since you have to do in an attractive and acceptable recalling the economic and infrastructure development of Bangladesh and the class size the belief of the relationship teacher-student average of the facilities provided by the Bangladesh government and educational institutions. Finocchiaro and Brumfit Comments (1983) CLT for the program can remember and rethink.

a.

Service (function) is underlined

b.

Contextualization is important

c. Language learning is learning how to communicate

d. Language is created through repeated trials and errors

e. Control is essential for accuracy is secondary.

Wu (1998) suggests that structural actions in the textbooks should be supplemented with communicative activities. As a result, five activities are available (as in PhD research “A communicative approach to teaching grammar: Theory and Practice” by Siaw-Fong Chung, 2005): games, outdoor stages, balancing skills activities , customization and adaptation of the teacher’s role.

In Bangladesh, is still obsessed with the past and traditional structural method. According to the content, form of teaching should be reconsidered. The inclusion of the teacher and active participation in learning activities and students passive role through instruction can accelerate the creation of CLT teaching-learning environment. The traditional concept of teacher-student ratio should be changed to early learning. A friendship without tension is essential and a prerequisite for the creation of CLT approaches in Bangladesh. The participation of students in the classroom depends on the elimination of their psychological phoebia shyness came from other sources. Implementing more learning activities such as education puzzles, games and sports, contests, brain function, the pair of test, etc. always an open discussion can help a CLT environment. Students should have the importance of achieving the ease at first, then the accuracy will come automatically if the elements of grammar are taught selective in their learning process. A teacher can try to improve multi-dimensional intelligence as “linguistic intelligence, logical-mathematical intelligence spatial intelligence, musical, bodily-kinesthetic intelligence, interpersonal intelligence, intrapersonal intelligence and naturalistic intelligence,” Gardner ( 1999). They can be attracted and generated selective texts in their studies and some active roles played by teachers for active students. Halliday (1992) attributes the means to perform certain functions through the CLT approach as the primary promoter, regulatory, interactional, personal, heuristic, imagination and representation. In Bangladesh, all the common facilities in developed countries may not be available. Therefore, the action on the application of the CLTA in Bangladesh may be different. The role of teachers in Bangladesh, especially in rural areas should be trained in their cocoons of traditional methods to deal with the CLTA. Games of the sample of Bangladesh and the type of English can be an innovator in the creation and initial ignition of interest. Language song in the background can be practiced. Long dialogues or mini can be used when the essence of motivation is important. Peer review, the discussions and work groups can be used with caution the domain of the teacher’s role. The assessment can be made initially by students for his work in pairs and by teachers. Teachers should try to increase the capacity to analyze at first and then you can proceed to the evaluation process by including them. As a facilitator, a teacher can be trained by technical experts. Oral communication activities can be promoted from controlled and directed to the liberalization of the communication and the environment. Questions and answers can be encouraged by the experience of students. Teachers can play its role of “Requirements Analyst”, “A counselor” or “group leader” or “A Classroom Manager. Teachers should not expect to have more formal education can start early so that students can be psychologically prepared for the accuracy and fluency first and then perfection. Students should always be remembered as “the first priority communication competence’is” language skills “that will come after

.

On the CLT approach, the student’s role is usually active. From the perspective of Bangladesh, the various programs at public universities, and in all levels of undergraduate (general education, technical education, madrasa education) program changes could be one of the main reasons for not reforming based programs to meet demand around the world practice. All texts included in existing programs may not reflect the purpose of the communication curriculum. Although there is no relevant research has been done to identify the current state of lying in the texts, we can assume that most of the activities of the grammar in the textbooks yet indicated the level the more traditional model, determined in accordance with early communication curriculum. Although parts of the manuals to try to integrate the elements of communication, most exercises are mainly structural in nature, with the inclusion of the grammar rule explanation showing the affinity of the above methods of grammar and translation. Elements of grammar should be chosen to keep the point of view of the mind which should reflect the concept of CLTA for the teaching and learning process can be shown to be useful in the present context.

Objectives of the study:

various methods of teaching languages been applied from time to time in undergraduate education in Bangladesh. Many critics assume that the grammar translation method could not continue to maintain its popularity as’ required by inexperienced teachers. Tests of grammar and translation are easy to build and can be marked objectively. Many of the foreign language standardized tests are still trying to build communication skills so that students are not motivated to go beyond grammar analogies, translations, and exercises the heart Brown “(1994 : 53). After that, the direct method has become popular as a method of teaching English, especially in the first two decades of the twentieth century. Grammar is taught inductively, but could not say it was a method of short-term success and quickly based on some things together. Method audio languages ​​appeared in the context of short-term use during the Second World War. It is based on drilling of things together and became popular in the mid-century twtienth until 1960. Teaching the language of the situation became popular method in conjunction with spoken language and the grammar is taught primarily through oral sex. Since the theory focuses on achieving accuracy with oral practices and errors have been discouraged, this method soon a matter of keeping among linguists. Communicative Language Teaching Approach (ACCB) seems to be a challenge, since it differs from other methods in many ways. According to Hymes (cited in Larsen Freeman, 2000), communicative competence is “when and how to say what to whom” (p-121). According to David Nunan the communicative approach to language teaching is a set of techniques and methodologies of language teaching, not is a unique methodology.

caused by the approach of the situation and structuralism, communicative language teaching appeared in 1970 and supported by the Council of Europe and linguists from the United States, particularly California. “However, in the 1970s, particularly in California, a new type of education was born and became popular in response to the greatly increased number of ESL students, who outnumbered the English in some school districts. Many of these students knew the rules of grammar, but I could not use the language of communication, and other urgent need of immediate survival skills in English. Human relations approaches have also been developed in the years 1970 and 1980 that communication activities designed to provide students with positive feelings about the teaching process so that language acquisition was facilitated. “(Lawrence Associates Eribaum, NJ, 2002). The focus has been produced for the student who knew the rules of grammar, but do not use the target language. The result was a new thought the urgency of the educational process of the linguistic communication. Yalden (1987:61) focuses on the CLT, a summary of the essence “, is based on the notion of learning as communicators, naturally endowed with the ability to learn languages. This is to provide students with the target language system. It is assumed that students must be prepared to use the target language (oral and written) in many predictable and unpredictable acts of communication arise in the interaction in the classroom and real world situations, both at the same time as teaching Language or after. “

After the introduction

CLT, in many countries, many English textbooks are designed trying to meet the expectations of the communication curriculum. When teaching grammar refers CLT focuses on the “communicative competence rather than mastery of simple structures” (Richards and Rogers, 1986:64). “The teaching of the language of communication (CLT) refers to both processes and the learning goals in the classroom “(Savignon, 2002). central theoretical concept in teaching the language of communication est”la communicative competence”, a term introduced in discussions of language use and learning of second language or foreign language the decade of 1970 (Habermas, 1970, Hymes 1971, 1970 Jakobovits, Savignon 1971). Competition is defined in terms of expression, interpretation and negotiation of meaning and therefore seeks views on the psycholinguistic and sociocultural second language acquisition (SLA ) for research to account for its development (Savignon 1972, 1997). Identify the communication needs of students provides a basis for program design (van Ek, 1975). Therefore, the design of the program is very important in the communicative approach to language teaching.

Some critics say it looks like a conflict between the teaching of language and communicative grammar of its ultimate goal in terms of outcomes, such as fluency and accuracy. But comments in favor of the contradictions between the approach to grammar and communication is important and finding the best way to teach grammar through communicative language teaching has become a major concern in many countries. It is estimated that “… the deeper a mastery learning of the grammatical system of language, the more effectively he or she can use this language for communication “(Sayeedur Rahman, 2005). The purpose of learning English is to be able to communicate in the language official and business from the perspective has changed the world. As it is not necessary because the language under pressure from Bangladesh to the anthropologist and ethnographic perspective, the main purpose of communication that can make our people as a resource and the economy global labor market. Thus, among the most widely used language skills are listening and speaking both inside and outside. Speaking of the class is an interactive process of constructing “meaning” of the production, reception and processing of information (Flórez, 1999; Brown, 1994)., Kumaravadivelu (1999) Therefore, it is time to reconsider selection and use of grammar according to the changing needs of Bangladesh. The research is very important because it shows the address jumpers, the relationship between language structure and the immediate social context or new, which will be used. Here, the class is a “society” mini-exercise heart of predictable and unpredictable situations, with their own activities and rules. Pennington (2002) states that “the grammar of action” in which language grammar must respond to the need for actual use, “must be interactive and communicates on specific discourse and practice of communication” (Fall 2005 Issues Vol EFL 3 No. 2 187). Thus, students typically must produce sounds, gestures, writing each other using basic grammatical structures of voluntary actions.

Penny Ur, in his interview with the British Council in Chennai, London, New Delhi and Israel, suggests some factors that may be useful for the CLTA. They are considered TacitMyths CLTA. According to her, “A certain amount of explicit instruction is necessary to correct, explain and educate on the use of grammar. Students can talk and listen, but unless explicitly teach grammar, who can not speak properly. “He added that the solution is to strike a balance between grammar and communicative grammar theory …. Instead of filling in the exercise of such spaces, the students were creative exercises to stimulate original thinking.” He adds: “The control and accuracy are two factors that determine student success in the future.” She says: “Students should not be asked to learn lists of words” and “Saving parts of this language How is that? And the right answer, idioms, phrases, proverbs and the rest, offering students a readymade vocabulary of grammatical combinations that can adapt to different situations. “About the grammar, which continues:” Grammar is an arbitrary system, so the more you talk the better, because it is the only way non-native speakers can pick up language and grammar “

” In terms of methodology of language teaching, the communicative approach offers students the ability to use language to communicate without focusing on the accuracy “(Bygate, 2001). The aims of the communicative approach are: (a) “the communicative competence for the purpose of teaching and (b) develop procedures for teaching the four language skills that acknowledge the interdependence of language and communication” (Richards and Rodgers, 1986 : 66). With respect to communicative language teaching, Howatt (1984) suggests the possible mixture of grammar and structure of the communicative approach to language teaching. According to him, “… attempts to integrate these activities into a wider program of language teaching …. the progress of the claim that language is acquired through communication, so it is not just a question of the activation of existing knowledge, but the language inert, but to stimulate the development of language itself. “Then, the mixture of grammatical and communicative approach to language teaching can be seen as a successful method to the desired level.

In fact, linguists and researchers have found that students are not learning enough English realistic. Despite knowledge of the rules of English grammar, they could not communicate in the social environment with appropriate social language, with expressions. English appears to be confined to knowledge of the books, students will not receive the benefits of English for communication in real life. Language skills appears to be absent. The goal of teaching and learning English is not achieved the desired objective.

Steven Pinker explains Chomsky’s linguistic theory, which classifies language skills in the four parts of skill level. They also reflect the importance of teaching grammar to achieve competency. It states the following:

1

. Grammatical competence is the way a person has learned that the characteristics and rules of language. This includes vocabulary, pronunciation and sentence formation. The main question is: How well a person does not understand English grammar

2. Sociolinguistic competence is the way a person speaks and is included in various social contexts. Depends on factors like the state of those who talk to each other, with the purpose of the interaction, and expectations of the interaction. The main question is how socially acceptable is the use of the person of English in different contexts

?

3. Discourse competence is the way a person can combine grammatical forms and meanings to achieve different types (genres) of speaking or writing. The main question is: How well can we properly combine all the elements of language to speak or write in English

4?. Strategic Competition is the way the person uses verbal and nonverbal forms of communication to compensate for the lack of knowledge in the other three skills.

the current level is shown to be reviewed by the scientific method. Without practicing real CLT must identify and analyze new studies because of the version “current adaptive capacity, in terms of utility. Howatt (1984) CLT classified as” strong “and versions of” weak. “Capabilities communication are the main concern of the strong version of the other hand, the weak version supports the integration of practice in the structural elements of communication. If the first could be described as “learning to use English, the latter implies” with learning English. ” Howatt (1984: 279). This research may be related to the possibility of introducing the idea that the two elements of the structure and the media can play an important role to play in teaching ESL and EFL in Asia, especially Bangladesh. One of the most likely reasons for this implementation is feasible that perhaps the traditions and standards of structural practice programs in Bangladesh for the past three decades can not be changed radically, and can not play an active agent or a catalyst. Another reason may be “… communicative competence will be easier to realize that when we take the necessary language skills (grammar, for example). For businesses whose first (and second) language is not English, always There is a need for structural practices to ensure that the basis of language skills can be built before the “other center (William Littlewood, English

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The U.S. Department recently announced a project that will give a variety of educational institutions .9 million to “help prepare special education personnel to improve services and results for children with disabilities.”

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Special Education School


Image by kvitlauk
Two of my blind students at the Special Education School in Yinchuan, Ningxia – a school for deaf and blind children lucky enough to have parents that can afford the low monthly fee.

Yinchuan, China, December 2005