Özet:

Foreign language education aims to ensure that learners understand and use the language permanently in a short period. Teaching the structures of the target language is accorded great importance for establishing effectiveness and efficiency in language education. Grammar education may be conducted in explicit or implicit ways, although the critical aspect pertains to providing instructions in appropriate contexts. Teaching grammar independent of the context does not provide students information regarding the practical use of concepts learnt in class. Student’s use of pertinent language in an appropriate context can only be possible by presenting inputs with respect to communicative competence. The communicative competence and the components of communicative competence that are valuable concepts for linguistics and therefore foreign language education, which offer criteria that may be used as guides in the creation of context for grammar education. There are intersection points, where three-dimensional grammar framework overlaps with grammar education and communicative competence. The present study discussed the components, which shall be considered during the context creation phase. Concepts were explained in a way they have been discussed since the time of their conception and were associated with form-meaning-use units of the three dimensional grammar framework and with linguistic competence, sociocultural competence, discourse competence, formulaic competence, interactional competence, and strategic competence of communicative competence. The relationships of components were concretized by arranging a scheme and were exemplified using the components as a guide for creating a context with a model content. To provide a concrete association between communicative competence and grammar education, an example of learning Turkish as a foreign language was included. The “eylem+Abil+ir MI+kişi eki?” structure was chosen and an attempt was made to construct a template that requested permission in the context of a conversation. The structure was defined in terms of sociocultural competence, discourse competence, linguistic competence, formulaic competence, and interactional competence and was placed in a three-dimensional grammar framework. To provide a concrete association between communicative competence and grammar education, an example of learning Turkish as a foreign language was included. The “eylem+Abil+ir MI+kişi eki?” structure was chosen and an attempt was made to construct a template that requested permission in the context of a conversation.

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