IRCEELT1789

Making EFL Grammar Teaching Genuinely Communicative –Trends and Innovations

Lia Todua, Ph.D. Associate Professor, IBSU

Tamar Jojua, Ph.D. Associate Professor, SSU

Abstract

The paper is an attempt to revisit those approaches and methods which have been used in
teaching EFL grammar in a communicative mode. Several recent, hence, modern advanced
English grammar textbooks are analyzed in order to pinpoint those trends and innovations
which are introduced in them for making EFL grammar learning and teaching truly
communicative. The study in this way aims to demonstrate how grammar teaching has altered
from superficially communicative to a genuinely communicative stance.

Communicative language learning and teaching has been dominant and domineering for the last
few decades. Being created as an antithesis to grammar-saturated teaching, for long CLL/CLT
kept itself aloof from its predecessor-Grammar Translation Method. Grammar has been treated
with prejudice, either ignored altogether or devoted a negligible space to, hoping it will take care
of itself. Paradoxically enough in many EFL classrooms during this period the language has been
taught in a strict prescriptive fashion even bearing some features of the grammar translation
method. A rational and predictable way-out was found when grammar teaching/learning was
made prevailingly communicative. How grammar teaching was restructured to reflect modern
EFL/ESL curriculum requirements- evidence and proof of it lies in many recent English
grammar textbook. The present study aims to examine some grammar textbooks for their value
for communicative language teaching, to explore to what extent grammar focus is presented in
them, which other linguistic and extra-linguistic facets are entailed in communicative grammar
teaching (Nassaji & Fotos, 2011).

Justification of choosing grammar textbooks for studying the above trend of communicative
grammar inclination lies in the fact that EFL curricula and syllabi vary from institution to
institution, often diverging from the rails of CEFR or other authoritative FLT/SLT guidelines.
The fact that ELT textbooks have acquired a communicative approach, i.e., exercises, tasks, even
texts in them have interaction orientation is not new, creating and presenting grammar exercises
and activities in textbooks as they mainly exist in real life dialogues, speech acts, communicative
situations almost guarantee their transition from the classroom into the actual world. However,
educators and researcher realize that even such an approach does not suffice and it is essential
that grammar and communication merge on equal terms.

The most distinguished and overt example of it is the emergence of communicative grammar as a
partly theoretical, partly practical course with a corresponding textbook and workbook (Leech &
Svartvik, 2013).

Constructed on the proverbial principle that an ounce of practice outweighs a pound of theory, it
incorporates all the possible aspects needed for spoken and written communication starting with
intonation patterns and ending with literally “A-Z in English Grammar”.

The book vehemently indicates that for teaching grammar tense and structure drilling is not
sufficient; furthermore, what has been conventionally understood as communication- mere
interaction between two or more people in most common situations, limits realistic
understanding of genuine, authentic language use. For teaching and learning truthful spoken and
written language competence integration of pragmatics, sociolinguistics, linguistics proper and
discourse analysis is absolutely obligatory.

In the book for proper spoken and written communication distinction between registers, i.e., style
formality vs. informality is emphasized as a starting point for efficient communication. One
more aspect has to be mentioned here as a general trend in modern grammar textbooks- written
medium of expression is paid if not equal with speaking attention for communication, at least is
reasonably introduced in them, especially at more advanced levels.

Virtually all aspects needed for communication are taken into account: starting with differences
between basic English varieties- British and American, stress and intonation meaningful
differentiation, and ending with word classes. The core of the textbook, its sections B, C and D
are based (as it is evident from section names and their content) on 3-dimentional architecture of
the language according to Michael Halliday- representational, ideational and discourse (Halliday,
2004). Section B-Information, reality and belief; section C-mood, emotion and attitude; section
D-meaning in connected discourse respectively. Thus, these sections help learners master all
facets of the language and be ready for all the possible planes of expression, e.g., a) making
statements, expressing denial, affirmation, stating facts, hypotheses, attitudes to truth, etc., b)
making emotive emphasis in speech, using discourse markers, conducting friendly
communication, using vocatives, etc., c) using linking signals, making emphasis and focus, using
cross reference and omissions, etc.

Another textbook chosen for analysis is Focus on Advanced English C. A. E. Grammar Practice
by Richard Walton (2000). Here it is noteworthy to mention why we chose advanced grammar
textbooks for this study- at this level full-fledged philosophy of grammar teaching is disclosed
without simplifications and concessions made at earlier stages.

The book does not make a traditional hard-and-fast division into grammar items, e.g., modal
verbs, tenses, etc., neither an established sequence of grammar material is observed in it. The
author attaches more importance to blending grammar with topically arranged (clustered)
vocabulary. Each unit focuses on various registers in writing, e.g., informal letter, report, memo,
etc. writing. The book introduces trendy items: cohesive devices, emphatic structures, linking
and logical devices, expressing addition, concession and contrast. Thus, the book revolves
around the functional approach to teaching EFL grammar.

The same innovative features are added to traditionally organized Longman Advance Learners’
Grammar (Hall & Foley, 2003). At the end of the book two units are devoted to a) aspects of
cohesion and b) features of discourse. Cohesion presupposes teaching reference, substitution and
ellipsis techniques, while discourse features teach information ordering, discourse devices, types
of linking, etc.

Lastly, in Oxford English Grammar Course- Advanced by M. Swan and C. Walter (2011) part 2
-Grammar beyond the Sentence, in total 50 pages are devoted to discourse markers, ellipsis, the
structure of spoken sentences, politeness rules and emphasis in speech, etc. The list indicates
that true features of spoken English are emphasized, they are explicitly taught not only in this
book, but in other books mentioned above. In this way genuine characteristics of English speech
– formal and informal, spoken and written are taught along with grammatical accuracy. Similar
to A Communicative Grammar of English this textbook pays attention to pronunciation practice
for grammar acquisition purposes and it comprises a CD-ROM-pronunciation for grammar.

Figure 1.Components introduced in modern EFL grammar teaching

written English

discourse
pronunciation
markers

styles and varieties of

registers English

politeness text cohesion

rules and coherence

socio-
pragmatic rules

The outline of the above textbooks made with the purpose of uncovering modern trends and
innovations in EFL grammar teaching can be summarized as follows:

 Grammar teaching in EFL has become dominantly function-focused;

 Grammar teaching nowadays presupposes mastering pragmatic, sociolinguistic and
discourse analysis rules of the target language;
 Grammar teaching envisages conscious, explicit teaching of socio-pragmatic rules of the
language;
 Grammar teaching is not limited to choosing correct forms in communicative contexts;
tasks and hence, the language are approximated to real-life speech acts and events with
maximally truthful target audiences and communicative purposes and learners have to
manipulate the language for them.
References

Hall, D. & Foley, M. (2003). Longman Advanced Learners' Grammar: A Self-Study Reference
and Practice Book with Answers. London: Longman.

Halliday, M.A.K. (2004). An Introduction to Functional Grammar, third edition, revised by C.

Matthiessen. New York: Hodder Arnold.

Leech, G. & Svartvik, J. (2013). A Communicative Grammar of English, third edition. NY,
London: Routledge.

Nassaji, H. & Fotos, S. (2011). Teaching Grammar in Second Language Classrooms. NY,
London: Routledge.

Swan, M. & Walter, C. (2011). Oxford English Grammar Course- Advanced. London:
Longman.

Walton, R. (2000). Focus on Advanced English C. A. E. Grammar Practice. London: Longman.