Returning to Explicit Grammar Instructions
to Keep the Balance between Accuracy and Fluency
Sunaryo
As
Communicative Language Teaching (CLT) has been established and widely accepted
as the dominant theoretical model in ELT, a switch from grammar-based
instructions to communicative-based instruction began. Unfortunately, it has
not been successful in developing learners’ ability in using the target
language for communicative purposes within an acceptable accuracy level. In
other words, the teaching practices have failed to help the learner use the
correct grammar for appropriate communication both in writing and speaking. A
dilemma emerges as focusing on communicative activities brings failure in
accuracy, whereas focusing on accuracy (the grammar) does not guarantee that
the learners are able to use it for communicative purposes. In response to the
unsatisfactory results of such teaching practices, this paper presents some
evidence of learners’ performance from some research findings. It also provides
some explanations on why such failure could have happened. In doing this, it
attempts to argue that a teacher-fronted grammar instruction, which is believed
to be irrelevant in CLT, is now indispensable to keep accuracy and fluency in
balance. This is due to the fact that grammar is the framework through which
meaning is expressed.
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Sunaryo. (2001, April). Returning to explicit grammar instructions to keep the balance
between accuracy and fluency. Paper presented at the 36th
RELC International Seminar,
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