Some Criteria for the Development of Communicative Grammar Tasks  

Oleh:

Woods, Edward ; Dickins, Paulien M. Rea

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: TESOL Quarterly (Full Text; vol 1-16 ada di JSTOR) vol. 22 no. 4 (Dec. 1988), page 623-646.
Fulltext: vol 22 no.4 pp.623-646.pdf (2.35MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/TES/22 Non-tandon: tidak ada Tandon: 1

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Isi artikel

This article focuses on the development of criteria for the design, implementation, and evaluation of grammar teaching and learning tasks within the communicative curriculum. It attempts three things. First, it addresses the question, Why are we interested in grammar? It is suggested, for example, that the rise of the notional/functional/ communicative curriculum has sometimes been accompanied by a devaluation of grammar as one of the organizing principles in commercially available language-learning materials. Moreover, one cannot always assume that students at higher secondary-school level or in tertiary education institutions have an adequate grasp of English grammar, a necessary (but not sufficient) condition for efficient and effective communication at these levels of language use. Second, the article provides a working definition of grammar. From the above perspectives, the third section focuses on some of the criteria of communicative grammar-learning tasks and on the implications for the design and implementation of these tasks within the communicative curriculum.

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