Abstract
Traditional Foreign language curricula at Armenian schools have mainly focused on the grammar, vocabulary and pronunciation of the target language. The disparity between the gained knowledge of a foreign language and university classes aimed at enhancing communicative English in different situations, confuses our students. Knowing a lot of grammar but being unable to use their knowledge for any practical communicative purposes seems difficult for them. Thus, the paper argues that situational grammar items have become an integral feature of the language. At the same time the issue centers on those situational grammar items of English, Armenian learners need most.
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