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Scientific Bulletin of Namangan State University

Abstract

Since the introduction of Communicative Language Teaching (CLT), many textbooks have been written to incorporate communicative activities, authentic materials and personalized contexts. However, where the teaching and learning of grammar is concerned, most textbooks do not reflect CLT principles. This article suggests different methods so that grammar activities can be made more communicative by retaining some practices of the structural syllabus

First Page

310

Last Page

315

References

1. Fotos, S., & Nassaij, H. (Eds). ( 2011). Teaching grammar in a second language: integrating form-focused instruction in communicative context. London: Routledge 2. Hymes, D. H. (1972) “On communicative Competence” In: J. B. Pride and J. Holmes (eds) Sociolinguistics. Selected readings. Harmodsworth: Penguim. 3. Krashen, S., (1981). Second language acquisition and second language learning. Oxford: Pergamon. 4. Long (1991) to propose an approach which he termed Focus on Form instruction (henceforth FonF). Cambridge: Cambridge University Press. 5. Richards, J.C., & R. Schmidt. (2002). Dictionary of language teaching & and applied linguistics. Longman: Pearson Education 6. Larsen-Freeman, D. (2001).Grammar: The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press. 7. Cook, V. (2008). Second language teaching and learning. London: Hodder Education.

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