Universite d’antananarivo ecole normale superieure

CONCLUSION TO PART ONE

The first part of this work is its theoretical framework. It mainly consists of the linguistic study of English conditional sentences, the teaching of conditional sentences in a communicative way, and samples of communicative lessons about conditional sentences. Among the research done to find the best way of teaching English grammar, there is a tendency which views communication and the ability to communicate as the objective of grammar learning. As a result of the theoretical study of communicative grammar, we realize that learning grammar is not merely mastering language structures, but also knowing their context-appropriate use as many CLT specialists such as Berns (1984) and Richards and Rodgers (1986) affirm. Applying communicative grammar will improve students’ understanding of conditional sentences because the grammatical items are contextualized, and students can see the relation of their lesson with everyday life situations. Communicative grammar implies communicative activities, and communicative activities come of the integration of language skills.

In a word, this theoretical study taught us a lot about the English conditional sentences and the ways they should be taught, regarding the concepts of communicative grammar. However, the theories may not fit the reality. They may be unrealistic and impossible to implement in some situations in countries such as Madagascar. For this reason, we have made some field investigations through questionnaire survey and classroom observations which will help us to know about the actual teaching of conditional sentences in the Malagasy lycées and to know how these theories can be applied in Madagascar. The reports and the analysis of these field investigations will be found in part two.