THE ROLE OF GRAMMAR INSTRUCTION IN DEVELOPING COMMUNICATIVE COMPETENCE IN EFL LEARNERS
Article Sidebar
Main Article Content
Abstract
This paper examines the role of grammar instruction in developing communicative competence among English as a Foreign Language (EFL) learners through a comprehensive review of theoretical frameworks and empirical research. The analysis traces the evolution of communicative competence models and examines major second language acquisition theories, evaluating their implications for grammar pedagogy. The literature review synthesizes findings from meta-analyses and empirical studies comparing explicit versus implicit instruction, deductive versus inductive methods, task-based approaches, and corrective feedback strategies. Results indicate that integrated approaches combining explicit grammar instruction with meaningful communicative practice produce superior outcomes compared to either purely form-focused or purely meaning-based methodologies. Individual differences in aptitude, cognitive style, and motivation significantly influence learning outcomes. The paper addresses EFL-specific challenges including limited input, L1 transfer effects, and testing pressures. The study concludes that grammar instruction plays an essential role in developing communicative competence when implemented as part of an integrated approach balancing accuracy with meaningful communication, while acknowledging context-dependent variations in optimal pedagogical practices.
Article Details
References
1. Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford University Press.
2. Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.
3. DeKeyser, R. M. (1998). Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 42-63). Cambridge University Press.
4. Doughty, C., & Williams, J. (Eds.). (1998). Focus on form in classroom second language acquisition. Cambridge University Press.
5. Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
6. Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-107.
7. Hymes, D. H. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics: Selected readings (pp. 269-293). Penguin Books.
8. Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
9. Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, R. B. Ginsberg, & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp. 39-52). John Benjamins.
10. Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. Routledge.
11. Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50(3), 417-528.
12. Spada, N., & Tomita, Y. (2010). Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning, 60(2), 263-308.