The necessity and urge of improving English

The necessity and urge of improving English was felt much more than ever. The syllabuses Rosetta Stone Outlet were mostly based on structural type followed by Grammartranslation method and after that Situational method. The new era of English flourished in the beginning of twentyfirst century, i.e. after 2001, because of changes taken place in the policies of teaching English in neighboring and in many other countries. The growth of the jobs in the private sectors and in multinational companies created the demand of the persons who know effective English practically needed for communication across the national borders. Hence, the emergence of the Communicative Language Teaching Approaches in Asian countries has given a new thought of rethinking on the policy to be implemented because the graduated people could not use English effectively. It is felt in Bangladesh lately, but it was felt earlier in many countries since many of these learners knew grammar rules but could not use the target language communicatively, and others urgently needed immediate survival competency in English.'(Rogers, 2002). Emotional attachment, socioeconomic conditions, post liberation war unstable conditions, restlessness in mindsetup regarding political issues hindered the way of improving educational sector in Bangladesh as well as English also.Thus the concept of teaching English grammar seems to have been provided with the idea of the failure of the cited methods to teach English grammar effectively in Bangladesh. For this reason, this study emphasizes how teaching grammar through communicative language teaching approach (CLTA) is functioning in the context of Bangladesh.Research Questions:This paper seeks to understand teaching grammar through communicative language teaching approach (CLTA) in the context of Bangladesh. Despite many teaching approaches of English language, CLTA seems, at present, an appreciable method very often discussed among the academics and is heard as a popular language teaching approach in the globe. Actually students in Bangladesh from class 01 to class 12 have English courses on their syllabus but unfortunately most of them are remaining below the competent level with a very few exceptions. At the Rosetta Stone Chinese same time, even many university graduates cannot reach at least the communicative level of speaking and writing English language using correct grammar. In such a situation this paper attempts to address the possible problems causing the barriers for learning English grammar in Bangladesh with the following questions.a) Is teaching English Grammar important for the students at the undergraduate level?b) Are GrammarTranslation methods, Audio lingual method, Berlitz Method (Direct Method) and so on not effective to teach English grammar?c) Does the undergraduate syllabus have sufficient elements to satisfy the present need in the field of communication?d) Are the students capable enough to learn grammar clearly for communicative perspective?e) Do the teachers have sufficient knowledge and adaptability to accept teaching grammar through CLTA? What role is being played by the teacher, a facilitator or a dictator?f) Is the policy of Bangladesh suitable to nourish the technique of teaching grammar through Communicative Language Teaching Approach?g) Are the socioeconomic and infrastructural condition impediments for this approach?Research Methodology:Multiple methods would be used in the investigation including interviews, classroom observations, journal writings and analysis of lesson plans. Data would be analyzed and categorized for common themes and patterns in the undergraduate level of English teaching including various sectors under Public Universities, National University and Madrassa level. The central theme of the analysis would highlight the interactive relationship between beliefs, knowledge and instructional contexts in teachers' personal framework of teaching grammar and learners' inherent belief in the practical context.The primary amp; secondary data would be sought on the basis of practical experience. Basically the Rosetta Stone French secondary data will be considered as per the set standard of the Native amp; NonNative English experts.