It has been a debating issue for long whether we should teach grammar for teaching the English language or communicative language teaching should be the main focus. However, we cannot deny the fact that we use language with grammar and without grammar, we do not use it that unfolds that the problem is not grammar itself, rather the ways grammar has been taught and learned.
Communicative competence does not mean an absence of grammar instruction but rather grammar instruction that leads to the ability to communicate effectively. Grammar instruction and lessons are not limited to introducing a grammar item or items, having learners do control exercises, and then later assessing students on their ability to understand grammar items. It means designing grammar lessons to include a communicative task or activity.
A communicative grammar lesson allows students to practice the target grammar. The beginning stages of a communicative grammar lesson often focus on accuracy while fluency becomes more important during the practice stage. Communicative tasks are important because 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.
Language teachers ideally want their students to practice using language communicatively. In some large classes, however, the communicative practice can be challenging; putting students in pairs and groups and monitoring their activity can be difficult with many students. With large classes, teachers should not feel guilty if they cannot make each lesson a completely communicative experience; instead, they should focus on what they can do.
For instance, in a large class, a teacher might not be able to do an entire communicative lesson but might be able to do one or two interactive activities. Another way to provide students with more opportunities for communicative practice is to give them out-of-class assignments that require using the target grammar point. For instance, if students are practicing the present simple for routines, they might practice the grammar point in class and later, for homework, write a short paragraph about their daily routine.
If students have cell phones or other devices, they can record themselves producing the target language either with another classmate or on their own. For example, students might make interview questions based on the target grammar point and interview a partner, or they might write a script using the target language and record themselves acting it out.
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