Grammar Instruction in Communicative Language Teaching: Balancing Fluency and Accuracy for Language Proficiency
DOI:
https://doi.org/10.54097/ehss.v23i.13909Keywords:
Grammar Instruction; Communicative Language Teaching (CLT); Language Proficiency, Learner Autonomy.Abstract
In this essay, we delve into the significance of teaching grammar within the context of Communicative Language Teaching (CLT). We explore the shift from traditional rote memorization methods to a more holistic, communication-centered approach and its implications for language learners. The essay discusses how teaching grammar in a CLT-based curriculum encourages authentic language use, balances accuracy and fluency, fosters learner autonomy, aligns with modern language competence perspectives, and allows for differentiated instruction. It also emphasizes the need for continuous professional development in this evolving field. This essay showcases the evolution of English language teaching, presenting grammar as a tool for meaningful communication, and highlights the future of language instruction in the globalized world.
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References
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Thornbury, S. (1998). Comments on Marianne Celce-Murcia, Zoltan Dornyei, and Sarah Thurrell's "Direct Approaches in L2 Instruction: A Turning Point in Communicative Language Teaching?” A Reader Reacts. TESOL Quarterly, 32(1), 109–116. https://doi.org/10.2307/3587904
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