Teaching grammar for communication: challenges for ESL teachers at tertiary level

Abstract

The paper addresses the issue of the significance of teaching grammar as one of the essential skills for effective communication in ESL. The present day post-school learners of English as a foreign language often view the aspect of grammar as minor in the overall process of language acquisition. It could be due to the fact that some students have been exposed to traditional grammar in very formal lessons while others may not have received sufficient instruction in grammar throughout the duration of their compulsory education. Another aspect of the problem under research lies in the traditional perception of grammar as a set of rules outlining correct language usage and it is therefore often apprehended as an individual object of study outside the language domain. In order to enhance the students’ perception of grammar as the inherent part of language and as a tool for achievement of desired goals in foreign language acquisition, it would be purposeful to present the grammatical system of the language according to the function to be achieved. The present research focuses on the need for students to understand and be able to use the grammar of English as a second language effectively in order to best support their ability to engage in effective communication. The assumptions presented in the paper are supported by the survey carried out at VMU with the students who have completed the course of the English language “Grammar for Communication” C1.