An Experimental Study Of Communicative Grammar Teaching In Junior College

Grammatical knowledge is traditionally viewed as the most important so that formal instruction is made the goal of English language teaching and the ability of using the language is totally neglected. With the development of linguistics, psychology and pedagogy, people are taking a new look at foreign language teaching, and grammar is also endowed with a new meaning, which reflects on a new linguistic conception. This new conception regards language not merely as a system of rules, but a tool for human communication. And accordingly, the traditional methods of teaching grammar should be reformed and the communicative approach is advocated.This thesis aims to explore the necessity and the function of the formal instruction in the adaptation of CLT to ELT in China, some theory and notions which Chinese English teachers should maintain, and then puts forward the possible ways of formal instruction through communicative approaches, integrating language forms into language functions in order to make a change of the inefficiency of ELT in China's situation to a more efficient teaching objective: communicative competence. This thesis also explores some teaching activities of grammatical instruction for a communicative purpose. By doing these activities, the learners can consciously be aware of the communicative function of the language and they can systematically obtain grammatical competence, and the other three competences.In addition, an experiment was conducted to test whether Communicative Language Teaching (CLT) can be integrated to grammar teaching. The pre- and post-test were conducted to both the experimental class and the control class. During the six-week experiment, the control class was taught in traditional Grammar-Translation Method; however, the experimental class was treated with CLT. Results from the study indicate CLT has more advantages than traditional Grammar-Translation Method.