In most ESL/EFL classrooms, grammar is neither

contextualized nor integrated with language systems and

skills. Furthermore, grammar input and practice go in

parallel lines without meeting anywhere in the process of

learning because grammar rules are given either directly to

the learners or asked them to discover the rules from the

given examples without giving opportunities to practice

using grammar in meaningful contexts. Then only practice

that the learners get is the traditional form focused discrete

items and home work written assignment. It is viewed that

learners should be allowed to experiment grammar in

communicative contexts because the central part of

learning grammar is trying out grammar in contexts.

According to Scrivener (2005), learners need to transfer the

learned items into a living ability to use the language. The

simple knowledge of grammar rules will not develop

learners' skill in using grammar. The learners need to have

opportunities to develop their competence in grammar

and convert it into the available automatic output in real

life communication. Grammar taught as rules without

giving any opportunities to use them in communicative

contexts will neither develop ESL/EFL learners' grammatical

competence nor make them as communicative

competent users of English. This paper discusses how

communicative activities can develop the learners'

grammatical competence within the communicative

competence.

Grammatical competence is the knowledge and the

ability to use grammar in meaningful contexts. In other

words, it is the linguistic ability to use the knowledge of the

rules and system of language. Furthermore, grammatical

competence is viewed as the building block of developing

communicative competence. According to Canale and Swain (1980) grammatical competence is the “knowledge

of lexical items and rules of morphology, syntax, sentence

grammar semantics, and phonology” (p. 29) and a part of

communicative competence.

Communicative competence is the learners' knowledge

and skill that are necessary for communication in a speech

community. According to Hymes (1972), it should be

viewed as “the overall underlying knowledge and ability for

language which the speaker-listener possesses” (p. 13).

Canale and Swain (1980) and Bachman (1990) modified

and developed the concept further. According to Canale

and Swain (1980) communicative competence consists of

four different components such as grammatical

competence, discourse competence, sociolinguistic

competence, and strategic competence. The first two

components go with linguistic aspects of communication

while the last two go with the functional aspect of

communication. Grammatical competence deals with

sentence level grammar, whereas discourse competence

deals with grammar of text. Sociolinguistic competence

refers to the language rules and functions in socio-cultural

settings. Strategic competence is either verbal or non

verbal communicative strategy that the user uses to

continue communication when the communication

breaks down. Bachman (1990) modified the Canale and

Swain's (1980) communicative competence and

renamed it as language competence. In short,

communicative competence is “everything that a speaker

needs to know in order to communicate appropriately

within a particular community” (Saville-Troike, 2006, p. 134).

Since communicative competence consists of

grammatical competence, sociolinguistic competence,

discourse competence, and strategic competence

(Canale and Swain, 1980), grammar teaching should not

be ignored in ESL/EFL classrooms. Similarly, Larsen-Freeman

(1997) states that grammatical competency is as

important as other competencies in communicative

competence; therefore, grammar should not be

neglected in ESL/EFL classrooms. Close (1981) claims that

“communication can generally be achieved most

efficiently by means of a grammatical sentence or by a

series of such sentences logically related” (p. 14); moreover, language cannot be used communicatively

without grammar since it is an essential source for

communicative use of language (Nunan, 1989). Brown

(2007) argues that grammar has a significant role in the

process of developing communicative competence.

Swain and Lapkin (1998) demonstrated that learners were

not able to gain accurate language from long-term rich

and meaningful input without grammar.

The main focus of communicative activities is

communication, (i.e.) two way communication between

the participants. A communicative task or activity

incorporates the actual processes of communication and

engages learners in real life communication in meaningful

contexts. According to Gao (2008),

By a “communicative activity”, we mean motivated

activities, topics, and themes which involve the students in

authentic communication. In communicative activities,

students will find themselves in various real-life situations

where the target language must be used. Because the

focus is not on learning specific language features but on

putting the language to use as the circumstances require,

students can learn and acquire the language

subconsciously, most importantly, students can learn to use

their ideas, pass on their ideas and receive ideas, in this

way to enlarge their vocabulary, broaden their

knowledge, and be more interested to read more and

read better (p.14).

Communicative activities aim at improving learners'

fluency by getting them to exchange information

meaningfully in natural contexts. Scrivener (2005) states

that communicative activities are designed to make

learners interact with each other using the language that

they have learned and are learning in natural contexts.

Grammar communicative activities encourage the

learners to use grammar in meaningful communicative

contexts.

2.1 Types of Communicative Activities

2.1.1 Information Gap Activities

The term information gap refers to the absence of

information among those who share information. Information gap is the source of communication because

if both sender and receiver know the information, there will

not be any real communication. According to Scrivener

(2005) in information gap activities, one has information

but the other does not have it and it forces them to

communicate. Information gap activities “require the

exchange of information among all participants, each of

whom possesses some piece of information not known to,

but needed by, all other participants to solve the problem”

(Doughty and Pica, 1986, p. 307). Grammatical activities

with information gap provide learners with opportunities to

practice using grammar communicatively and

meaningfully in natural contexts.

2.1.2 Discussion

Discussion forces learners to speak and listen naturally in

meaningful contexts. Furthermore, it makes learners more

fluent and confident in using language. According to

Scrivener (2005) “fluency and confidence are important

goals” (p. 146) of discussion. Learners will get plenty of

chances to use the learned and currently learning

language items naturally and meaningfully. In addition,

they can use their passive language actively and

communicatively.

2.1.3 Role-Play, Real-Play, and Simulation

Role-play can be either guided or free. In guided role-play

learners will get role, cards containing basic information

about their roles such as name, age, appearance,

personality, and point of view, whereas in free role-play the

learners decide the roles and prepare role cards. Real- play

is the variation of role play in which the characters and

situation have been taken from the real life. Simulation is a

large scale role play, in which all the participants get

complete background information about the roles,

actions, sequence of the actions, contexts, and other

necessary information about their roles (Scrivener, 2005).

Varieties of grammatical structures can be practiced and

used meaningfully using role play, real play, and simulation.

2.1.4 Questionnaire

Questionnaires can be useful and worthwhile because they

require both the questioner and respondent to exchange

ideas with each other. They encourage the natural use of

the language interactively. While using questionnaire as communicative grammar practice, the teacher can either

give the learners topics to prepare the questions or give

them the skeleton of questions which is used as the prompt

for the survey. Questionnaires can be used to practice all

types of questions communicatively in meaningful

contexts.

2.1.5 Dictation

Traditional monotonous and unpopular dictation can be

used as an interesting, enjoyable, and learnable

communicative activity by bringing varieties to it. Davis and

Rinvolucri (1988) argues that dictation needs to be

considered a broad method containing different

interesting and motivating techniques that promote

meaningful communication and provide opportunities to

use language creatively. Kidd 1992) points out that “For a

variety of theoretical and practical reasons, dictation is a

promising general procedure for promoting both

conscious learning and subconscious acquisition of L2

(Second Language) grammatical structures” (p. 49).

2.1.5.1 Dictogloss

Dictogloss is a communicative and interactive variety of

traditional dictation. It is a kind of dictation in which learners

listen and reconstruct the whole text rather than sentence

by sentence (Thornbury, 1996). According to Wajnryb

(1990) dictogloss is an interesting, motivating, and

communicative ESL grammar teaching technique.

Varieties of grammatical items can be practiced through

dictation and dictogloss.

Traditionally, the learners are given de-contextualized close

practice of discrete items, such as fill in the blanks,

correcting the sentences, choosing the correct options,

changing the forms, and mechanical practice like drilling

which deal with one language item at a time thinking that

learners will learn “in a sequential step-by-step fashion”

(Nunan, 1998, p. 101). However, in real life learners do not

have to fill in gaps, change the forms, or choose the correct

options, rather they need to engage in conversation,

participate in discussion, write letters or emails, and so on.

Traditional passive grammar practice does not develop active learning. It prevents the learners from applying

grammar actively in communication. Since, it neither

involves the learners in communicative tasks nor requires

them to apply and use grammar in real life contexts. In fact,

traditional grammar practice does not develop learners'

grammatical competence, but only tests their grammar

knowledge.

Since, the learners learn a number of things at the same

time (Nunan, 1998), they need to be given tasks that allow

them to use various learned and newly learning items. The

best alternative in grammar classrooms is giving practice

that integrates grammar with language skills not a

“separate section of the test that deals with structure

explicitly” (Larsen-Freeman, 2009, p. 533). Communicative

activities not only integrate language skills and systems, but

also combine forms, meaning, and functions. Furthermore,

they stress meaningful practice and authentic

communication.

Since grammar acts as the building blocks of

communicative competence, the main purpose of

teaching grammar is “to help learners internalise the

structures taught in such a way that they can be used in

everyday communication” (Ellis, 2009, p. 168). Canale and

Swain (1980) argue that since the prime objective of

grammatical competence is to communicate effectively

through suitable grammatical forms, grammatical

structures should be combined and blended with

meaningful communicative contexts. Varieties of

grammar items can be used in communicative activities

and tasks like information gap activity, discussion, role play,

real play, simulation, pair work, and group work since

learners acquire grammar when they use it “unconsciously,

automatically, and correctly in speech” (Kwakernaak,

2009, p. 337). Thus, traditional grammar practicing

activities need to be transformed into communicative

activities so that the learners can develop their

grammatical competence by using language items

communicatively.

Communicative activities make learners feel less worried

and more relaxed while they learn and practice language

items, since the main purpose of the activities is meaningful

communication. They offer excellent opportunity for using grammar without being afraid of making mistakes as they

are focusing on the tasks and communication not on the

form.

The gap that exists in learners' grammar learning due to the

lack of appropriate opportunities to transform their in head

grammar knowledge into grammatical competence

within the communicative competence need to be filled

by providing communicative activities in which the learners

can develop grammatical competence by practice using

grammar communicatively in meaningful contexts.

Communicative activities provide EFL Omani students with

opportunities to use grammar naturally in meaningful

contexts to develop their grammatical competence. The

activities illustrated were designed for fifth and sixth

semester students of English language and literature at the

Department of English at Al Buraimi University College,

Oman. The students who were given these communicative

activities have studied English for more than 15 years and

their language proficiency is intermediate. Furthermore,

they have already studied two grammar courses such as

Basic Grammar and Introduction to Modern Grammar.

This paper is based on the author's classroom teaching

experience with EFL Omani students. The activities are

designed to provide the students with opportunities to use

grammar meaningfully in communicative contexts.

Therefore, the main objectives of the communicative

activities in the grammar classes are as follows.

• To help the students to learn grammar without being

   

  worried about the mistakes;

• To remove the students' fear and anxiety in learning

   

  grammar;

• To provide opportunities to use grammar in meaningful

   

  contexts;

• To enable the learners to use grammar

   

  communicatively; and

• To develop the students' grammatical competence

   

  and communicative competence.

Two sample lessons are given to illustrate how grammar can be practiced and used communicatively in

meaningful contexts through communicative activities.

5.1 Sample Lesson 1: Dictogloss

The lesson focuses on practicing and using reported

speech in natural context. Both the form and meaning are

stressed in this activity. This activity also integrates grammar

with listening, speaking, and writing skills.

5.1.1 Introduction

The teacher introduces the topic by chatting about the

students' preferred weekend activities. He gets the

individual students to talk about them.

5.1.1.1 Task1 Weekend Activity

This task is a kind of warming up activity. The aim is to

personalize grammar learning and practice. Since the

students may have done different kinds of activities during

the weekend, they can make good notes.

Instruction: Work individually and make notes on how you

spent your last weekend.

My Last Weekend Activities

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5.1.1.2 Task 2 Pair Work

The aim of this task is to integrate grammar practice with

speaking skill. There will be real communication since the

students have some real information to share with their

pairs. Even the weak and shy students will be confident to

speak as they have recollected their weekend activities.

The teacher will pair the students.

Instruction: Work in pair. Share your weekend activities with

your partner.

5.1.1.3 Task 3 Listening

Instruction: I am going to tell you how I spent my last

weekend. Listen carefully and answer the following

questions. Compare you answer with a partner.

'I got up late since it was the weekend. I decided to buy

some fish, so I took the car key and drove to the fish market. I

was driving to the market. When I reached near the

roundabout, I found an old lady lying on the road and

crying. So I stopped the car and went to near her. She was

bleeding. I asked, “What happened?”

“A car hit me,' she said.

“Are you alone? Where do you come from?" I asked.

Just as she was about to answer, she fell unconscious. I took

her in my car and rushed to hospital. The doctor examined

her and said, “No need to worry, it is because she has lost

some blood. The injury is not serious. It will take two hours to

be normal.”

I decided to stay with the lady till she regained her

consciousness. After two hours she opened her eyes and

looked around. When she saw me, she started crying.

“Don't worry nothing has happened to you. You can go

home today,” I said.

“My son is sick and he is in this hospital in general ward,” she

said, “I was taking food for him,” she continued.

I looked for her son and found him in the general ward. I told

him about his mother and took him to his mother. I left the

hospital seeing both of them hugging each other.

(A) Write Short Answers

1. Where was the teacher going? --------------------------------

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2. Who did he meet on the way? ---------------------------------

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2. Who did he meet on the way? ---------------------------------

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4. Did he help her? ---------------------------------------------------

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(B) Decide whether the following Statements are 'True' or

'False'

1. The teacher bought fish. -----------------------------------------

2. He hit the old lady. -------------------------------------------------

3. He found the lady at the roundabout. -----------------------

4. The old lady's son was working in hospital.-------------------

5. He couldn't find the son. -----------------------------------------

The teacher read the text in normal pace because the

purpose is to get the learners to understand both general

and specific idea of the text.

5.1.1.4 Task 4 Note Taking

Instruction: Listen to my story again and take notes in your

own words. Pay attention to the dialogues that you hear

because you need them in task 5. I will read the story twice.

First time you listen and take notes and the second time you

listen and check your notes.

The text is read at slower pace because the students are

required to take notes in their own words by listening to the

teacher carefully.

5.1.1.5 Task 5 Re-writing the Story

Instruction: Use your notes and rewrite the story using

reported speech wherever possible.

The students need to reconstruct the text using reported

speech without altering the original meaning of the text.

5.1.1.6 Task 6 Group Work

Instruction: Work in group of four. Listen to the story once

again and check your work. Read your classmates'

reconstructed texts.

It is a challenging activity because it requires the students to

focus on the dialogues and meaning of the text.

Furthermore, they are required to write reported speech

based on their notes. As a result, there were variations in

their answers. Since it was not mechanical dictation, they

had to think creatively.

5.2 Sample Lesson 2: Simulation

The purpose of this lesson is to encourage the students to

use both active and passive language items naturally in

meaningful communicative contexts. The students need

to use varieties of structures to communicate effectively.

The activity forces the students to use not only the learned

and the learning structures but also the linguistic structures

that have not been learned yet.

5.2.1 Introduction

The teacher distributes copies of a newspaper article that

reports the recent protest against the government's decision

to lay gas pipe line through highly populated villages.

5.2.1.1 Task1 Reading

The aim of this task is to integrate grammar practice with

reading and speaking skills. First, they read the newspaper

article individually, and then they share it with their partners.

Instruction: Read the article and discuss it with your pair.

5.2.1.2 Task 2 Simulation

This task is to involve the students in practicing grammar

and engage them in speaking. The task can be played in

group of five students. Each student will get role card

explaining the roles to be played.

Instruction: The government has decided to acquire land

from a highly populated farming village and give it to

industrialists. The government officials hold a meeting to

discuss the issue. You are in the meeting to present your

position clearly and reasonably. Choose your roles and

prepare your position.

Student A

You are a farmer. You are worried about your lively hood.

Student B

You represent the villagers. You fear that you have to leave

the village as you would lose your houses.

Student C

You are a real estate businessman. You are happy

because you think you could make a lot of profit.

Student D

You belong to the village youth. You are undecided as you

predict the industry would give you job but you worry that

would have to leave the village as the government is going

to take the land.

Student E

You are a government official.

There are fears, concerns, and heated arguments and

counter argument. In the middle of the role play the

teacher gives the flash news that some government

officials came and tried to survey the land and the villagers

protested, which led to the police intervention and a brutal

cane charge. Some villagers are reported to be seriously

injured. This changed the direction of the meeting.

This activity gave the learners a reason to talk, argue, and counterargue. The students chose the roles that they

wanted to play which motivated them participate very

actively.

Although practice using language is important in the

process of teaching and learning grammar, the learners

get no opportunity to practice and use it in meaningful

contexts. In most ESL/EFL grammar classes, the teachers

mainly focus on presenting grammar items either

deductively or inductively because the presentation may

have consumed the teaching time. Consequently, the

practice that the learners get is classroom mechanical

drilling and traditional homework written practice. However,

these practices will not develop learners' grammatical

competence within the communicative competence.

Communicative grammar activities fill this existing gap in

teaching grammar. Communicative activities like

discussion, questionnaire, dictation, dictogloss, information

gap activities, and role play provide natural, meaningful

and real life contexts in which the learners can practice

using grammar communicatively, meaningfully, and

naturally.

Since this article is based on classroom practice, further

study could provide empirical evidence for the claims

made in the article. Future studies could examine the

effectiveness of communicative activities in promoting

grammatical competence. Both the teachers and

students' attitudes towards communicative activities in

grammar teaching need to be explored. Challenges and

difficulties in employing communicative activities in

grammar classes could also be examined.