A CRITICAL STUDY ON GRAMMAR LESSONS TEACHING METHODOLOGY AND THEIR PRACTICE ACTIVITIES AS IMPLEMENTED IN THE COMMUNICATIVE CLASSROOM

Bake Muhigwa Julien, Balagizi Iragi Tchubira Samson

Abstract


Grammar lessons teaching methodology and their practice activities as implemented in the communicative classroom is the success of the teaching-learning process in which learners learning will result in a satisfactory school achievement. To achieve the goal, library research, observation, questionnaire and interview were used to collect theoretical and field data. The aim of the whole exercise was to investigate into how teachers of English at secondary schools handle grammar lessons and how they offer their practice activities, as far as communication is concerned. An analysis of the different preparation cards and field data revealed that Grammar lessons require sufficient practice activities and competence in the teaching of the English language so as to help learners to use language for communication. The findings led to some suggestions and recommendations in the sense of helping both learners and teachers to practice the language.

 

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grammar lessons; activities; communicative factors and linguistic practice

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References


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