Abstract
One of the main concerns of current foreign language methodology is the effective grammar acquisition and the actual need for it. On other hand, the constant progress of mobile technology and the attractiveness of social media provide great opportunities for ubiquitous learning, which can complement the regular class work and motivate learners to practice and master the grammar contents in a foreign language. This study investigates the impact of the communicative approach on the learning traditions of Eastern countries, and concludes on the key role of technology in facilitating the development of grammar competence. The study interviewed more than 100 university students from 22 countries from Eastern Europe and Asia. Data show clear preference for the explicit learning and support the proposal for a mobile Application dedicated to the explication of grammar rules and to the interactive practice of different grammar contents in community through social media.
Highlights
When in the late 60s of 20th century British linguists Candlin and Widdowson first believed that foreign language learning should involve communicative competence, a new era in education began
Communicative theories have been evolving for many years and have influenced the field of Foreign Language Learning and Teaching (FLLT)
Based upon the analysis presented in this article it can be argued that if there was an Application for mobile devices dedicated at the same time to the explicit clarification of grammar rules, to the interactive analysis of structures and to the practice of different grammar contents in community through social media, it could be a valuable addition to foreign language learning and teaching
Summary
When in the late 60s of 20th century British linguists Candlin and Widdowson first believed that foreign language learning should involve communicative competence, a new era in education began. [9] resumes that there are barriers in the implementation of the CLT in many Asian countries, and that the approach should be modified to suit better the local context It seems to be a common understanding that communicative theories which are the foundation of most approaches to modern language training treat grammar acquisition as a peripheral and implicit process. Even a cursory exchange of experience among language instructors from different parts of the world is sufficient to reveal a tendency: students that achieve good communicative competence often do not have a good command of the formal content and grammar rules of a FL Is it necessary to work more on developing better grammar competence? Is it necessary to work more on developing better grammar competence? Can technology be an important tool for reaching this goal? Is there a need to rediscover the grammar translation method or to get back to the generativists ideas? Can we teach effectively a FL while ignoring the use and reference to the mother tongue? What are the risks of imposing a communication-oriented methodology in cultures where silence is an essential component to understand communication, and deep observation and analysis of structures are key factors for personal development? These questions urge us to seek answers in the available literature
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