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ds in any given natural language. The term refers also tothe study of such rules, and this field includes morphology, syntax, and phonology, oftencomplemented by phonetics, semantics, and pragmatics. Linguists do not normally use the termto refer to orthographical rules, although usage books and style guides that call themselvesgrammars may also refer to spelling and punctuation. “Grammar is something defined as the waywords are put together to make correct sentences.” (Ur, 1996:75) Diane Larsen-Freeman regardsEnglish grammar not only as a set of structural patterns, but also an important resource formaking meaning and for adapting language appropriately to the communicative context. In TheLongman Dictionary of Contemporary English (Longman, 1995), grammar defines as “the studyand practice of the rules by which words change their forms and are combined into sentences”.Halliday (2004) regarded grammar as the study of how syntax (form), semantics (meaning), andpragmatics (use) work together to enable individuals to communicate through language.
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2.2 Communicative Approach
From Wikipedia, communicative competence is a term in linguistics which refers to alanguage user's grammatical knowledge of syntax, morphology, phonology and the like, as wellas social knowledge about how and when to use utterances appropriately.“Chomsky named this ability ‘competence’. The code changed into discourse in the use ofspecific language situations which he called ‘performance’.” (Zhang&Huang, 2002:421) In histheory of transformational-generative grammar, he distinguished between linguistic competenceand linguistic performance. The former refers to the native speaker’s knowledge of languagesystem, while the latter refers to language use. What’s more, “competence” is more stable than“performance”, because performance is always influenced by psychological and social factors.As a result, we cannot judge a learner’s competence by his performances. After Chomskyexplains the relationship among competence and performance, deep and surface structure, hepromotes two new points on the theory of foreign language teaching: “learning must be based onunderstanding, and analysis of authentic meaning of the surface structure”, (Zhang&Huang,2002:421) which means the changes from linguistic form to meaning. Chomsky’s theory seemsas the basis for the work of many linguists. However, it was criticized by others because of hisattention only to the abstract system of grammatical rules, and the ignorance of the practical useof language.
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Chapter Three Methodology ......... 25
3.1 Objectives .... 25
3.2 Participants ........ 25
3.3 Instruments ........ 26
3.4 Materials ...... 26 3.5 Procedure .....26
Chapter Four Analyses and Findings ........33
4.1 Data analysis ......33
4.1.1 Questionnaires Analysis ......33
4.1.2 Pretest Analysis .......36
4.1.3 Post-test Analysis ....36
4.1.4 Findings.......37
4.2 Implications .......40
4.2.1 The Importance of Grammar Teaching in High School ......40
4.2.2 The Implication of Relatively Authentic Environment for Class....41
4.2.3 Grammar Teaching Principles in Communicative Approach....42
4.2.4 A typical Teaching Model in the Writer’s Class......43

Chapter Four Analyses and Findings

4.1 Data analysis
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