Revista simpozionului Eficiență și calitate în educație - 19 mai 2017 Eficiență și calitate în educație | Page 18

GRAMMAR IN THE COMMUNICATIVE CLASSROOM
Cătălina Cimpoeru, Liceul Teoretic „Gheorghe Lazăr” Avrig
Abstract:
Functional grammar is a key element of the communicative classroom since both form and function have to
be mastered by learners in order to communicate efficiently. Modern ELT methods aim at transforming
students into efficient users of the language who adapt their choices of form to the purposes and the context
of communication.
Key words: functional grammar, communicative classroom, accuracy, fluency, teaching perspective,
language approach.
Over the last decades, the approaches to language learning have multiplied. Emphasis
has shifted away from teaching grammar, and then back to it again. In the communicative
approach to language, the focus is on meaning and interaction, rather than on the
structure itself. Yet, knowledge of the structure is a must too. Teaching grammar in a
functional way has become a necessity in modern language teaching.
While traditional grammar is all about rules and regulations and guiding the learner
to build certain forms, functional grammar goes the other way round. It starts from function
and suggests forms or “structural encodings” that the speaker can choose from. (Vizental
206). Even so, teaching the function only, without the actual grammar form, has often
proved a dead-end given the fact that the sentences used for performing functions are
made up of grammatical elements.
Therefore, the need for a grammatical base in teaching language functions is a
necessity. In order to invite, apologize, introduce, suggest, express likes/dislikes, give
advice and so on, the speaker needs grammar forms (Harmer, Teaching and Learning
Grammar 5). The combination of grammar and functionality under the umbrella of various
ELT strategies leads to the appearance of confident and efficient users of the language.
A grammatical structure that is used as part of a functional conversation enables
students to personalize the learning experience and move it in the “real world”. The simple
practice of language through drills and other controlled-practice activities lacks functional
authenticity, therefore teachers now focus on role playing, solving problems, games and
project work.
Grammar structures provide the speaker with a way of expressing their attitude
toward a certain situation. And depending on intention, thought or supposition of what
might happen, the speaker chooses one structure over another. The choice of one form
over another depends on the speaker's need of the language. People use language with a
certain purpose, to accomplish something and, for this reason, they evaluate the resources
they have available.
The context itself often constraints the choice of one form over another. The
speaker chooses a certain grammatical category in order to be accurate or appropriate:
1. Accuracy of grammatical form: I'm certain he'll come. (adj.) Certainly, he'll
come. (adv.)
2. Appropriacy of style and register:
Drop me a line. (colloquial) I'm looking forward to your reply. (formal)
This indicates that pragmatic situations such as the social context influence the choice of
the language structure (Vizental 211).
Another relevant example is that of “present tense continuous” with its number of
functions.
She's seeing Jane at 10 o'clock tomorrow morning.(1)
Imagine the scene, exactly ten years ago. It is six o'clock on a Saturday morning.
I'm standing by the bed feeling sleepy... (2)
18