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General Introduction to My Topic

Definition:
I use Hedges (2000) communicative competence as the theoretical basis of my own
definition of Communicative Grammar Teaching (CGT). Here, I perceive CGT as
teaching grammar in a communicative way, i.e. any method of grammar teaching that
can provide opportunities for students to develop their Pragmatic Competence,
Linguistic Competence, Discourse Competence Strategic Competence and Fluency
(Hedge, 2000) in spoken or written language can be regarded as CGT.

Framework:
I also made some adaptations on Littlejohns (Tomlinson, 2011) material analysis and
evaluation framework. In the adapted framework, I include five categories turn take,
focus on, who with and output from learners, which are the original ones in his
framework. Besides, I add development of communicative competence into the
framework to make it become compatible with my topic. The following is the rationale
for this framework:
1. Turn take/who with
These two categories can reveal what relationship the learners are in with others.
If a course book presents grammar in a communicative way, learners must have
chances to communicate with each other. But this is not the most important norm
in my definition.
2. Focus on
This category can reveal what view of language the designers of the course book
hold - whether the writers of the course book only regard language as
functional/systematic or they think language is more than functional/systematic.
3. Output from leaners
I intentionally point out spoken and written language as you can see in my
definition. In my philosophy of grammar teaching and learning, grammar is by no
means only linked to written language. I believe that speaking with high level of
accuracy is also one of the most important objectives of grammar teaching and
learning.
4. Development of communicative competence
This category is the core standard of my definition. If a syllabus can offer
opportunities for learners to develop communicative competence in any way, it
can be regarded as teaching grammar in a communicative way.

Research question of my study:


To what extend does the course book present grammar in a communicative way?

Purposes of my study:
1. Presenting the advantages of communicative grammar teaching to teachers of the
school where I have worked for three years.
2. Helping them perceive other views of language learning and teaching.
3. Convincing them to use communicative grammar teaching instead of traditional
grammar teaching method, such as grammar translation method.

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