Integrating communicative grammar into EFL instruction for effective learning

Abstract

This article explores the role of communicative grammar in EFL instruction. It examines the theoretical foundations of communicative grammar, its integration into communicative language teaching, and practical strategies for teaching grammar in EFL contexts. The study evaluates the impact of a communicative grammar lesson on the use of the present perfect tense, with the adverbs ever and never, incorporating tasks such as pair interviews and guided discovery. Data was collected from 8 pre-intermediate learners during a 45-minute online session, through observations, student feedback, and pre- and post-lesson quizzes. Results indicate significant improvement in students' ability to correctly use the target structure, with a 37.5% average increase in accuracy. The findings support the argument that communicative tasks, such as peer interviews and focused feedback, enhance grammatical understanding and encourage more natural language use. The study suggests that a
communicative approach to grammar instruction promotes more effective and engaging language learning.