Teaching Grammar In EFL Class: a Discourse Analysis Approach To Teaching Modal Auxiliaries A Case Study of First year English Licence Students at KasdiMerbah Ouargla University

Abstract

The present study aims at showing to what extent the use of discourse analysis approach into teaching of grammar in EFL is beneficial. Also, bringing discourse analysis into classroom helps learners to become aware when they use different grammatical structures and parts of speech and hence, learners may understand better. Thus, we hypothesize that if modal verbs are taught through discourse approach, learners will be able to use them effectively, rather than when exposed to structural approaches. In this work, we have followed both descriptive and quasi- experimental methods. First, for descriptive, we use observation as instrument to observe Student's response to model verbs. Second, experimental method is used to identify what problems students have in learning or using modal verbs. Our case study took place in the English Language Department –Kasdi-Merbah University, Ouargla. The sample consists of 29 first- year license students during the academic year 2015-2016. The framework is going to focus on teaching grammar in general and modal verbs in particular which are as the following: can, could, may, might, shall, should, will, would and must. The discourse analysis deemed here as a reliable approach to teach with. Because some teachers tend to use sentences rather than using a text in context. When we apply a discourse analysis one can notice that the students become more aware in using a particular modal verb in its variouscontexts.L'étude présente vise à montrer dans quelle mesure l'utilisation d'approche d'analyse du discours dans l'enseignement de grammaire dans EFL est avantageuse. Aussi, apportant l'analyse du discours dans la salle de classe aide des apprenants à prendre conscience quand ils utilisent des structures grammaticales différentes et des parties du discours et par conséquent, les apprenants peuvent comprendre mieux. Ainsi, nous formulons une hypothèse que si des verbes modaux sont enseigné par l'approche de discours, les apprenants pourront les utiliser efficacement(effectivement), plutôt que quand exposé aux approches structurelles. Dans ce travail, nous avons suivi tant descriptif que quasi - des méthodes expérimentales. D'abord, pour descriptif, nous utilisons l'observation comme l'instrument pour observer que la réponse de l'Étudiant modèle des verbes. Deuxièmement, la méthode expérimentale est utilisée pour identifier quels étudiants de problèmes ont dans l'apprentissage ou l'utilisation de verbes modaux.