A Framework Justification for Using Grammar Instruction in a CLT Focused Class
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The impact of CLT on teaching and learning in ESL classrooms has had a varied and profound effect. This study looks into the attitudes of university students participating in CLT classes and how they perceive these classes. Furthermore, the interaction between CLT as an instructional technique and the explicit teaching of grammar was investigated. These two areas were investigated using small group discussions based on formal interview questions. The results of the study showed that the subjects preferred classes that were CLT like in format with explicit grammar instruction included, and that, if there was no grammar in a class, they felt that they were missing an important part of learning how to communicate. This result demonstrates the need for an integrated approach to including grammar in CLT classes. A framework for including grammar is outlined in the conclusion to this study. This framework suggests that communication activities should be used with grammar instruction to be imbedded within those activities. This imbedding should be subtle so as not to interrupt the communicative flow.
Abstract
The impact of CLT on teaching and learning in ESL classrooms has had a varied and profound effect. This study looks into the attitudes of university students participating in CLT classes and how they perceive these classes. Furthermore, the interaction between CLT as an instructional technique and the explicit teaching of grammar was investigated. These two areas were investigated using small group discussions based on formal interview questions. The results of the study showed that the subjects preferred classes that were CLT like in format with explicit grammar instruction included, and that, if there was no grammar in a class, they felt that they were missing an important part of learning how to communicate. This result demonstrates the need for an integrated approach to including grammar in CLT classes. A framework for including grammar is outlined in the conclusion to this study. This framework suggests that communication activities should be used with grammar instruction to be imbedded within those activities. This imbedding should be subtle so as not to interrupt the communicative flow.
참고문헌 (19)
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