COMMUNICATIVE APPROACH IN TEACHING ENGLISH GRAMMAR AMONG B1 EFL STUDENTS
Keywords:
communicative approach, grammar teaching, B1 EFL students, communicative language teaching, grammar instruction, Doors Method, English language learning.Abstract
This article investigates the effectiveness of the communicative approach in
teaching English grammar among B1 EFL students. The study mainly focuses on the
grammar items when, if, and whether and examines how communicative activities
influence students’ grammatical understanding and participation. In order to achieve
the objectives of the research, an experimental study was conducted using a specially
designed interactive technique called the “Doors” Method. The participants were
divided into control and experimental groups, where different teaching approaches
were applied. In addition, survey questionnaires and classroom observations were used
to collect data regarding students’ perceptions of communicative grammar teaching.
The findings of the study revealed that students taught through the communicative
approach demonstrated higher participation, better understanding of grammar
structures, and greater motivation compared to those taught through traditional
methods. The results also indicated that communicative activities and real-life
interaction contribute positively to grammar learning at the B1 level. Overall, the study
confirms the effectiveness of communicative grammar teaching in EFL classrooms.
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