An Integrative Model of Grammar Teaching: From Academic to Communicative Needs

Yahya Dkhissi

doi:doi:10.11648/j.ijll.20140203.13

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An Integrative Model of Grammar Teaching: From Academic to Communicative Needs

Yahya Dkhissi

Published in International Journal of Language and Linguistics (Volume 2, Issue 3)

Received: 15 January 2014 Accepted: 16 April 2014 Published: 20 April 2014

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Abstract

Language teaching has often raised the issue of students’ overall academic performance. This paper deals with a foregrounding subject in language teaching namely grammar teaching. With regard to the critical situation of grammar teaching in our English departments in Morocco, this paper is based on the assumption that formal grammar teaching does not provide the expected output that the teaching-learning enterprise requires from both teachers and learners. Therefore, the objective of this paper is to review the grammar teaching methods and find out the practical solutions for the following problems: lack of coordination and consistency of methods, lack of communicative grammar text books, the difficulties in students’ mastery of the English grammar even when students get plenty comprehensible input, and finally the teaching of grammar according to syllabus not students’ needs. The paper concludes with a new model that engages students in a more practical, comprehensible and useful method of grammar teaching: the Exploration, production and Integration Model.

Published in	International Journal of Language and Linguistics (Volume 2, Issue 3)
DOI	10.11648/j.ijll.20140203.13
Page(s)	145-153
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2014. Published by Science Publishing Group

Keywords

Grammar Teaching, Needs Analysis, Exploration, Integrative Model

References

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[3]	Celce-Murcia, NM., Dirnyei, Z., &Thurell, S. (1997). Direct Approaches in L2 Instruction: A Turning Point in Communicative Language Teaching, TESOL Quarterly, 31: 141-152.
[4]	Craik, F.I.M., & Lockhart, R.S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671–684.
[5]	Cunico, S.(2005). Teaching language and cultural competence through drama: some suggestions for a neglected resource. Language Learning Journal, 31, 21–29.
[6]	Ellis, R. (1994). The Study of Second Language Acquisition.Oxford : OUP.
[7]	Holmes, V., & Moulton, M.R. (2001).Writing Simple Poems. Oxford: OUP.
[8]	Howatt, A.P.R. (1984). A History of English Language Teaching.Oxford : OUP.
[9]	Islam, C. (2001). A different beginner textbook. Folio, 6(2), 15–19.
[10]	Kolb, D. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
[11]	Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input theory. Modern Language Journal, 73, 445–464.
[12]	Krashen, S. (2004).The power of reading: insights from the research. Oxford: Heinemann.
[13]	Maley, A. (2003).Creative approaches to writing materials. In B. Tomlinson (Ed.), Developing materials for language teaching (pp. 183–198). Cambridge: Cambridge University Press.
[14]	Masuhara, H. (2000). Is reading difficulty a language problem? Implications of neuro-scientific research findings for reading pedagogy and materials development. The Language Teacher, 24(2).
[15]	Masuhara, H. (2003). Materials for developing reading skills. In B. Tomlinson (Ed.), Developing materials for language teaching (pp. 340–363). Cambridge: Cambridge University Press.
[16]	Mukundan, J. (Ed.) (2005a). Readings on ELT Materials II. Petaling Jaya: Pearson Malaysia.
[17]	Mulroy, D. (2003). The war against grammar. Portsmouth, NH: Boynton/Cook Publishers, Inc.
[18]	Musumeci, D. (1997). Breaking the Tradition: An Exploration of the Historical Relationship between Theory and Practice in Second Language Teaching. NY: McGraw Hill.
[19]	Nunan, D. 1988: Syllabus design. Oxford: Oxford University Press.
[20]	Renandya, W.A., (Ed.) (2005). Methodology and materials design in language teaching: current perceptions and practices and their implications. Singapore: RELC.
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[23]	Stern, H.(1984). Fundamental Principles of Language Teaching.Oxford : OUP.
[24]	Sysoyev, P.V. (2003). Integrative L2 Grammar Teaching: Exploration, Explanation and Expression.
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APA Style

Yahya Dkhissi. (2014). An Integrative Model of Grammar Teaching: From Academic to Communicative Needs. International Journal of Language and Linguistics, 2(3), 145-153. https://doi.org/10.11648/j.ijll.20140203.13

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Yahya Dkhissi. An Integrative Model of Grammar Teaching: From Academic to Communicative Needs. Int. J. Lang. Linguist. 2014, 2(3), 145-153. doi: 10.11648/j.ijll.20140203.13

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AMA Style

Yahya Dkhissi. An Integrative Model of Grammar Teaching: From Academic to Communicative Needs. Int J Lang Linguist. 2014;2(3):145-153. doi: 10.11648/j.ijll.20140203.13

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@article{10.11648/j.ijll.20140203.13,
  author = {Yahya Dkhissi},
  title = {An Integrative Model of Grammar Teaching: From Academic to Communicative Needs},
  journal = {International Journal of Language and Linguistics},
  volume = {2},
  number = {3},
  pages = {145-153},
  doi = {10.11648/j.ijll.20140203.13},
  url = {https://doi.org/10.11648/j.ijll.20140203.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20140203.13},
  abstract = {Language teaching has often raised the issue of students’ overall academic performance. This paper deals with a foregrounding subject in language teaching namely grammar teaching. With regard to the critical situation of grammar teaching in our English departments in Morocco, this paper is based on the assumption that formal grammar teaching does not provide the expected output that the teaching-learning enterprise requires from both teachers and learners. Therefore, the objective of this paper is to review the grammar teaching methods and find out the practical solutions for the following problems: lack of coordination and consistency of methods, lack of communicative grammar text books, the difficulties in students’ mastery of the English grammar even when students get plenty comprehensible input, and finally the teaching of grammar according to syllabus not students’ needs. The paper concludes with a new model that engages students in a more practical, comprehensible and useful method of grammar teaching: the Exploration, production and Integration Model.},
 year = {2014}
}

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TY  - JOUR
T1  - An Integrative Model of Grammar Teaching: From Academic to Communicative Needs
AU  - Yahya Dkhissi
Y1  - 2014/04/20
PY  - 2014
N1  - https://doi.org/10.11648/j.ijll.20140203.13
DO  - 10.11648/j.ijll.20140203.13
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
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EP  - 153
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20140203.13
AB  - Language teaching has often raised the issue of students’ overall academic performance. This paper deals with a foregrounding subject in language teaching namely grammar teaching. With regard to the critical situation of grammar teaching in our English departments in Morocco, this paper is based on the assumption that formal grammar teaching does not provide the expected output that the teaching-learning enterprise requires from both teachers and learners. Therefore, the objective of this paper is to review the grammar teaching methods and find out the practical solutions for the following problems: lack of coordination and consistency of methods, lack of communicative grammar text books, the difficulties in students’ mastery of the English grammar even when students get plenty comprehensible input, and finally the teaching of grammar according to syllabus not students’ needs. The paper concludes with a new model that engages students in a more practical, comprehensible and useful method of grammar teaching: the Exploration, production and Integration Model.
VL  - 2
IS  - 3
ER  -

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Author Information

Yahya Dkhissi

ChouaibDoukkaliUniversity, El Jadida, Morocco

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APA Style

Yahya Dkhissi. (2014). An Integrative Model of Grammar Teaching: From Academic to Communicative Needs. International Journal of Language and Linguistics, 2(3), 145-153. https://doi.org/10.11648/j.ijll.20140203.13

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ACS Style

Yahya Dkhissi. An Integrative Model of Grammar Teaching: From Academic to Communicative Needs. Int. J. Lang. Linguist. 2014, 2(3), 145-153. doi: 10.11648/j.ijll.20140203.13

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AMA Style

Yahya Dkhissi. An Integrative Model of Grammar Teaching: From Academic to Communicative Needs. Int J Lang Linguist. 2014;2(3):145-153. doi: 10.11648/j.ijll.20140203.13

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@article{10.11648/j.ijll.20140203.13,
  author = {Yahya Dkhissi},
  title = {An Integrative Model of Grammar Teaching: From Academic to Communicative Needs},
  journal = {International Journal of Language and Linguistics},
  volume = {2},
  number = {3},
  pages = {145-153},
  doi = {10.11648/j.ijll.20140203.13},
  url = {https://doi.org/10.11648/j.ijll.20140203.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20140203.13},
  abstract = {Language teaching has often raised the issue of students’ overall academic performance. This paper deals with a foregrounding subject in language teaching namely grammar teaching. With regard to the critical situation of grammar teaching in our English departments in Morocco, this paper is based on the assumption that formal grammar teaching does not provide the expected output that the teaching-learning enterprise requires from both teachers and learners. Therefore, the objective of this paper is to review the grammar teaching methods and find out the practical solutions for the following problems: lack of coordination and consistency of methods, lack of communicative grammar text books, the difficulties in students’ mastery of the English grammar even when students get plenty comprehensible input, and finally the teaching of grammar according to syllabus not students’ needs. The paper concludes with a new model that engages students in a more practical, comprehensible and useful method of grammar teaching: the Exploration, production and Integration Model.},
 year = {2014}
}

Copy | Download

TY  - JOUR
T1  - An Integrative Model of Grammar Teaching: From Academic to Communicative Needs
AU  - Yahya Dkhissi
Y1  - 2014/04/20
PY  - 2014
N1  - https://doi.org/10.11648/j.ijll.20140203.13
DO  - 10.11648/j.ijll.20140203.13
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 145
EP  - 153
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20140203.13
AB  - Language teaching has often raised the issue of students’ overall academic performance. This paper deals with a foregrounding subject in language teaching namely grammar teaching. With regard to the critical situation of grammar teaching in our English departments in Morocco, this paper is based on the assumption that formal grammar teaching does not provide the expected output that the teaching-learning enterprise requires from both teachers and learners. Therefore, the objective of this paper is to review the grammar teaching methods and find out the practical solutions for the following problems: lack of coordination and consistency of methods, lack of communicative grammar text books, the difficulties in students’ mastery of the English grammar even when students get plenty comprehensible input, and finally the teaching of grammar according to syllabus not students’ needs. The paper concludes with a new model that engages students in a more practical, comprehensible and useful method of grammar teaching: the Exploration, production and Integration Model.
VL  - 2
IS  - 3
ER  -

Copy | Download