Теория и методика обучения и воспитания (по областям и уровням образования) | Мир педагогики и психологии №01 (42) Январь 2020

УДК 378

Дата публикации 31.01.2020

Формирование коммуникативной компетенции в процессе обучения грамматике английского языка в условиях неязыкового вуза

Эмирильясова Сусанна Сеитбиляловна
к.пед.н., доцент кафедры иностранных языков, Крымский филиал Российского государственного университета правосудия, Республика Крым, г. Симферополь, emirilyasova@mail.ru

Аннотация: В данной статье рассматривается проблема коммуникативной компетенции при обучении английскому языку как о способе формулирования мыслей на изучаемом языке и понимания суждений других. Правильное использование грамматических форм служит одним из важнейших компонентов коммуникативной компетенции. В данной статье описаны характерные особенности преподавания грамматики, помогающих построить учебный процесс с учетом особенностей студентов неязыкового вуза.
Ключевые слова: коммуникативная компетенция, учебный процесс, английский язык, грамматические конструкции, аудиолингвальный метод

Fostering communicative competence through English language grammar at non-linguistic universities

Emirilyasova Susanna Seitbilyalovna
Cand. Sci. (Pedagogy), associate professor of Foreign languages department, Crimean branch of the Russian State University of Justice, Republic of Crimea, Simferopol

Abstract: The article touches upon the issue of communicative competence during foreign (English) language lessons (EFL) as a way of expressing thoughts in the target language and understanding other people’s ideas. The correct use of grammar structures proves one of the most important components of communicative competence. The text gives valuable information on peculiar features of grammar lessons that assist to make the educational process more appropriate for students of a non-linguistic university.
Keywords: communicative competence, academic process, English, grammatical structures, audio-lingual approach

Communicative competence is undoubtedly considered a significant skill for contemporary learners of the 21st century, especially for students of a non-linguistic university. Coined by Dell Hymes in 1966, communicative competence is a term in linguistics which refers to a language user's grammatical knowledge of syntax, morphology, phonology and the like, as well as social knowledge about how and when to use utterances appropriately [5].

Being a worldwide language, English is learned by many students of a non-linguistic university to fit with international environment. The great number of mistakes in vocabulary, pronunciation, sentence structure and grammar as well prevents most students from speaking a language fluently. Thus, it’s a teachers’ primary goal to encourage learners not to pay too much attention to mistakes. It’s a matter of topmost priority to determine student’s strengths and weaknesses to assist them to sound like a native speaker.

Teaching grammar has always been a controversial aspect in terms of language learning. Some linguists suggest that grammar should be excluded when it comes to learning a foreign language, others think otherwise. Despite all these long-term arguments, it is vital to highlight that grammar is one the most crucial constituents of any language.

Students of a non-linguistic university usually spend a substantial amount of time putting too much emphasis on learning grammar. It’s worth mentioning that their English communicative competence and grammar are closely related. This interrelation needs to be taken into account and implemented into the academic process by teachers.

EFL teachers are responsible for educating learners to find proper and effective ways for developing communicative competence. A speaking-oriented grammar lesson offers students a chance to work on the target grammar rules through special communicative exercises. Teachers will enable students to use the language by bettering various grammar tasks and activities through their technology-based ideas and online resources.

There are plenty of EFL learning approaches which aim at developing reading, writing, speaking and listening skills. One of the most efficient methods is an audio-lingual one (ALM) that has been widespread among US language learners since 1950s and 1960s. Due to the Yale professor Nelson Brooks, this new method turned language teaching into a science [2]. Giorgio Shenker and Robin Callan were among the most well-known linguists who supported this approach. It was concentrated more on acquisition of common structures rather than comprehension of words. The main peculiarities of it are: drills are used to teach structural patterns, set phrases are memorized with a focus on intonation, grammatical explanations are kept to a minimum, vocabulary is taught in context, audio-visual aids are used, and focus is on pronunciation.

The ALM is common nowadays as well. It is much more preferable for private classes rather than as the basic course. These individual lessons are known to be effective due to their simplicity and the students get used to this way of teaching very quickly.

Thus, one of the main features of ALM is formation of communicative competence. Developing communicative competence implies having a set of grammar both learning and teaching techniques that result in the ability to speak fluently.

When it comes to choosing between a communicative grammar (CG) and a traditional one, it is much more preferable for English language educators to teach grammar rules in a proper context. A major goal of CG is to put the emphasis on communication itself that enables a learner to develop speaking skills. The ability to express ideas and thoughts fluently in a foreign language requires certain skills of listening as well. It goes without saying that top specialists with perfect communication skills are highly likely to succeed in their professional life.

Being an English language teacher requires an educator to be experienced, to have good speaking and writing skills for sometimes these language specialists are the only ones to represent a foreign language environment, especially for students of a non-linguistic university

To be a model for the EFL students takes much time for preparation: constant search for new online and offline language techniques and activities that aim to form and better the fluency with the grammar knowledge involved.

There are too many resources within the Internet that are intended for EFL teachers. Most of the materials share the same objectives to get students communicate effectively: formation learners’ grammatical competence, teaching significant word-formation structures, thematic lists of English language expressions.

Upon completion of an ESL course students are to know communicative grammar using numerous techniques and perform them effortlessly. If you are about to start learning a foreign language, then a lot of language learners would claim that a good command of the grammar is in a certain extent the fundamentals of any language.

Indeed, grammar is really essential for an ESL student. Undoubtedly, knowledge of grammar enables you with the required structure to transmit your messages. Based on his grammatical competence analysis, Fikron M. states that proper grammatical competence enables the students to perform the language correctly [7].

Any language learner would appreciate that combination of both speaking and grammar skills will help perform efficiently. As for the traditional grammar teaching, most EFL learners of a non-linguistic university are exposed to have lessons oriented to grammar exclusively. Having too many only-grammar-oriented methodological techniques, EFL learners are perfectly equipped with grammar rules, and they are even very good at reciting some of them. But when it comes to expressing ideas and thoughts in a language, learners sometimes find it difficult and hesitate to say a word.

Surely, it is vital to present internal grammar thoroughly and consistently for advanced students. According to Brown H., using definite method in teaching grammar not only make the teaching and learning process more efficient but also enhances the learners’ competence in understanding the grammar rules [1]. Thus, for example, Nahid Y. implemented conscious-raising approach to teach grammar which enabled the students to render grammar rules from the exercises and discuss the rules with their friends [6]. Only-grammar-oriented approach appears to be much more helpful for proficient learning to pass an international exam to study abroad. But most students do not need to have a good command of an English language, only the foundations of a foreign language. First and foremost, EFL educators are to aware precisely what their students are prepared for. If you aim to get them speaking, then learners are to be involved into communicative situations with some lexical and grammar material prepared for a lesson beforehand.

We are great mother tongue users for we do it intuitively but learning a foreign language requires a special approach. If a learner does not know the basic grammar patterns, s/he will not be able even to start speaking a foreign language. When teaching English as a foreign language, an educator should keep in mind a major purpose: to prepare language users but not grammarians.

Thus, it is vital to consider some essential components to “design” users. What matters at the very beginning is a target topic. Introduce new thematic key vocabulary and get them engaged into the real situation to create a language environment. When learners are well aware of the needed context, try to have them highlighted on special grammar patterns. Consequently, as soon as students have experienced their listening and grammar skills it is time for them to start using the learned material. The great number of exercises is an efficient way to practice the new drills and patterns. Using these fundamental grammar structures in practice the learners will be able to keep them in mind for a long-term period. According to Eckerth, if ESL learners have explicit knowledge of a certain feature of English, they are more likely to notice its occurrence in the communicatively imbedded input they receive [4].

Doing homework has always been an effective way to have your students to remember as a home assignment is meant to practice writing skills. So, it is very helpful to fix the target material at a later time. Do your best as an EFL teacher to revise a new topic profiting from the lesson time to speak and use various interactive methodological techniques.

According to Julio Foppoli, ESL a teacher, the time given by curriculum is strongly recommended being used for providing students with plenty of language interactive activities [8]. Unless they find it easy to use the learned material, remember to master the patterns in real-class situations and encourage learners to make use of opportunities to speak even with mistakes time and again. If you doubt if this methodology ever works, then concentrating on its teaching superiority will be quite beneficial: an English grammar lesson of this kind provides necessary communicative situations and all objectives are met.

Communicative tasks are important because, as DeKeyser has described, they allow learners to practice the target grammar feature under “real operating conditions”. Communicative grammar practice has often focused on speaking activities; however, writing activities are also an important and valid way to practice using grammar communicatively [3].

To be a successful English teacher render grammar info communicatively and have your students of a non-linguistic university use grammar through detailed situational contexts. Browse the Internet to explore innovative grammar lessons plans to create a real English language atmosphere and meet all language teaching requirements.


Список литературы

1. Brown H. D. & Lee, H. Teaching by principles: An Interactive Approach to Language Pedagogy. United States: Pearson, 2015. pp. 688.
2. Brooks N. Language and Language Learning: Theory and Practice (2nd ed.). New York and Burlingame: Harcourt, Brace & World, 1964. pp.300.
3. DeKeyser R. Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar. In C. Doughty and J. Williams (Eds.), Focus on form in classroom second Language acquisition. Cambridge, UK: Cambridge University Press, 1998. pp. 42-63.
4. Eckerth J. Investigating consciousness-raising tasks: pedagogically targeted and non-targeted learning gains. International Journal of Applied Linguistics. Vol. 18(2), 2008. pp. 119-145.
5. Hymes Dell. Two types of linguistic relativity. In Bright W. (ed.). Sociolinguistics. The Hague: Mouton, 1966. pp. 114–158.
6. Nahid Y., Ghalaee A. F., Sani, S. F. The Effect of Teaching Grammar through Consciousness Raising Tasks on High School English Learners' Grammatical Proficiency. Mediterranean Journal of Social Sciences, [S.l.], v. 6, n. 3 S1, 2015. p. 401.
7. Fikron M. Grammatical Competence within L2 Communication: Language Production, Monitor Hypothesis, and Focus on Forms Instruction. Pancaran Pendidikan. FKIP Universitas Jember Vol. 7, No.1, 2018. pp. 101-112.
8. Foppoli J. Is Grammar Really Important for a Second Language Learner? [Электронный ресурс]. Режим доступа: https://www.eslbase.com/teaching/grammar-important-second-language-learner (дата обращения 05.02.2020).

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