H συμβολή της συνειδητής γραμματικής γνώσης στη βελτίωση της επικοινωνιακής ικανότητας των ομιλητών. Μια διδακτική δοκιμή με βάση τα χαρακτηριστικά του ρήματος ποιόν ενέργειας και χρόνοι σε μαθητές της ΣΤ ́ τάξης του δημοτικού σχολείου

Abstract

Possession of a language presupposes knowledge of its grammar. The question that arises is whether language  competence, ie adequate knowledge  from the speaker/listener of the language system, that is of the grammar, automatically constitutes a prerequisite capable of ensuring also the capability of communicating adequately.As linguistic competence does not allow the speaer to adapt speech to the social and geographical environment, that is to say to the communicative circumstances, it does not seem to be sufficient.So, in nowadays, we refer to communicative ability , where language is no longer seen as a formal system but as a means of communication. During our research it was found that students, although had been taught both the concept of time in language as well as the meaning and function of the theme of the verb that reveals longer or shorter duration of an action, they had not consciously understood these phenomena and the knowledge they had acquired was rather superficial. Students concluded that the use of one or the other way of declaring an act, does not depend on whether or not it had a duration, or even when it happened but by the way the speaker sees it or wants it to be presented. The research showed that the realization of specific grammatical phenomena, although cannot be conquered naturaly like other grammatical structures, eventually led the students to assimitate them more effectively, deeper and faster and has resulted in improving both their linguistic and communicative ability and made them finally able to link structures with corresponding communicative circumstances.