Audiolingualism

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LANGUAGE IN INDIA
Strength for Today and Bright Hope for Tomorrow
Volume 9 : 3 March 2009
ISSN 1930-2940
Managing Editor: M. S. Thirumalai, Ph.D. Editors: B. Mallikarjun, Ph.D. Sam Mohanlal, Ph.D. B. A. Sharada, Ph.D. A. R. Fatihi, Ph.D. Lakhan Gusain, Ph.D. K. Karunakaran, Ph.D. Jennifer Marie Bayer, Ph.D.

An Evaluation of the Communicative Approach and Audio-Lingual Method in TeachingGrammar in a Private High School in Turkey Muhlise Cosgun Ögeyik, Ph.D. Sinem Doğruer, M.A.

Language in India www.languageinindia.com 9 : 3 March 2009 An Evaluation of the Communicative Approach and Audio-Lingual Method in a Private High School in Turkey Muhlise Cosgun Ögeyik, Ph.D. and Sinem Doğruer, M.A.

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An Evaluation of the Communicative Approach and Audio-Lingual Method in TeachingGrammar in a Private High School in Turkey
Muhlise Coşgun Ögeyik, Ph.D. Sinem Doğruer, M.A.

Abstract Finding out efficient ways for grammar teaching in second language learning has always been a great concern. Therefore, in this study, the benefits of teaching grammar through communicative approach and audio-lingual method are discussed in terms of their effects on the proficiency levels oftarget language learners.

This study was carried out through classroom observations by participating in two classrooms in a private high school in Turkey.

Sixteen students in both classes of all whom were ninth grade were observed. Although they were ninth grade students, their linguistic levels were different: ten elementary students and six intermediate level students. For the elementarylevel students, grammar teaching was implemented through audio-lingual method, while communicative teaching was applied for the intermediate level students. Data collection was accomplished through observation and interview reports. General findings of this research displayed that applying communicative approach and audio-lingual method in grammar teaching resulted in promising conclusions atdifferent linguistic levels. Key words: teaching grammar, communicative approach, audio-lingual method

1. INTRODUCTION Grammar has been one of the fundamental aspects in second language learning and teaching environments. Grammar is usually assumed to be a guide through which words are Language in India www.languageinindia.com 9 : 3 March 2009 An Evaluation of the Communicative Approach andAudio-Lingual Method in a Private High School in Turkey Muhlise Cosgun Ögeyik, Ph.D. and Sinem Doğruer, M.A. 46

put together to make correct sentences (Ur, 1996). Although most people agree with the idea that knowing grammar of a language means building grammatically correct sentences, grammar deals with combining not only units of a language but also their meaning for communicative purposes (Ur, 1996).Due to the fact that many language learners know the grammar rules of a language well, but they cannot communicate effectively in that language (Hinkel and Fotos, 2002), the 1980s experienced a movement that grammar can be acquired naturally from meaningful input and opportunities in a classroom environment so as to interact efficiently in the classroom (Demircan, 2001; Richard and Rogers,2002). If a focus on grammar is a desirable part of classroom language learning, the question that how grammar teaching should be integrated into language classes regarding the needs of target groups needs to be answered.

Second language learners may not always be conscious about their learning styles, but the learners, mostly adult learners, may have strong feelings and opinions about which typeof instruction is the best way for them to learn; these beliefs and opinions are mostly based on learners‟ previous learning experience (Lightbown and Spada, 1999).

Moreover, second language researchers and methodologists generally think that attaining high levels of language competence and performance require instructed learning (Hinkel and Fotos, 2002). In this context, a growing concern...
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