Bridging the Gap between Grammar Competence and Communicative Performance

Abstract

Traditional grammar-based approaches have failed to bestow on second language learners the desired level of language competence. There is a significant amount of evidence that established approaches to teaching English were unreliable guides to classroom instruction. However, the newly learner-centered formation has generated more productive and prolific teaching schools and strategies. The communicative teaching methodology is a learner-based approach’s offspring that primarily promotes the speaking skill and promises enhanced outcomes. Throughout my six years experience at various universities in Lebanon and upon implementing the communicative approach on numerous English levels ranging from level 1 to 6, I found out that in the course of the adoption of the latter method, students were undoubtedly able to achieve better outcomes in speaking skills. Nonetheless, I evidently noted various weaknesses through constantly observing students engage in performance task-based activities, namely a noticeable decline in grammar acquisition and writing proficiency. Both pedagogy types, grammar-based and communicative approaches, were employed in a mutually exclusive manner. However, grammar is an important part of building communicative competence, and oral fluency is significant for building linguistic competence. In its focusing on oral fluency, a communicative approach may not be the best option for a student seeking to enhance his/her writing ability and understanding of grammar. The purpose of this research is to trace the gaps and suggest solutions.