The role of grammatical instruction within communicative language teaching among Chinese ESL students.
Date of Award
Education, Language and Literature.
CC BY-NC-ND 4.0
This thesis examines the important role of grammatical instruction within Communicative Language Teaching from the perspectives of fifteen Chinese ESL adult students. By observing four ESL classes that use CLT and interviewing fifteen Chinese ESL students and four ESL teachers, the case study found that Chinese ESL students regard grammar instruction within CLT as a linking tool, which helps them to realize the functional purpose of grammar knowledge and to achieve communicative competence. Also based on my findings, I propose a model of effective grammar teaching for Chinese students infused into the communicative approach. This study also provides an overview of communicative activities in the CLT classroom. Included is a discussion of how these activities facilitate grammatical competence and how Chinese students perceive these activities. The findings from the case study suggest that it is better to combine and balance explicit and implicit grammar instruction within meaningful, authentic and communicative context, so that Chinese students can benefit from grammar instruction within the context of Communicative Language Teaching. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2004 .Z46. Source: Masters Abstracts International, Volume: 43-01, page: 0034. Adviser: Ruthanne Tobin. Thesis (M.Ed.)--University of Windsor (Canada), 2004.
Zeng, Min., "The role of grammatical instruction within communicative language teaching among Chinese ESL students." (2004). Electronic Theses and Dissertations. 4243.