Universite d’antananarivo ecole normale superieure

CONCLUSION TO PART TWO

As a conclusion to the second part of this research work, we can say from the gathered data that most of the teachers are aware of the importance of teaching conditional sentences communicatively. We have found out that most of the teachers in “première” and “terminale” classes do not focus their teaching on developing their students’ ability to use grammatical rules in realistic contexts since grammatical correctness in written exercises is the most important teaching objective for them. We have also seen the main challenges for teachers of English in teaching the English conditional sentences communicatively. Among these challenges are the lack of time, the long syllabus and the large classes. However, we found out from the classroom observations we carried out that some teachers managed to teach conditional sentences communicatively and to develop their students’ language skills during the teaching of conditional sentences. For us this means that teaching conditional sentences communicatively is feasible in Malagasy lycées. That is the reason why we decided to carry out experimentations on communicative teaching of conditional sentences in class.
We will now move to the next part of this dissertation. First, we will report the experimentations we have carried out in some lycées in Antananarivo. Then we will propose suggestions that we think are necessary for an effective teaching of conditional sentences by promoting communicative grammar. The objective of the experimentations is then to test the efficiency of communicative grammar in the teaching of conditional sentences in Malagasy lycées. The teaching suggestions are related to the problems identified during the field investigation and during the experimentations. As such, we hope that they are relevant for the Malagasy context.