Supporting theory

When the grammar presentation was performed, the teacher used communicative grammar theory and the transformational one; the last one states that a phrase structure is quite adequate for a small part of the language and that the rest of the language can be derived by repeated application of a rather simply set of transformations to the string given; so she used it at the very first stages of the presentation. However all the drills and exercises where derived from the communicative approach because the tasks as well as the dynamics were designed in order to make students learning realistic stuff in set up situations, whole language (Harmer, 2000). Yet, as Johnson specified, how the teacher and students used language to communicate in the classroom mediates between teaching, learning and second language acquisition

Students learn about how to communicate using appropriate social language, gestures, or expressions; they learn to communicate in the culture of the language studied by getting immerse on it. In a second language classroom, the language -English- is the medium through which teachers teach and students demonstrate what they have learned. Acquiring that language is the ultimate instructional goal of second language education (Johnson, 1996)