STUDY OF THE DEVELOPMENT OF GRAMMATICAL SKILLS IN ENGLISH CLASSES
DOI:
https://doi.org/10.56525/MXGG3173Keywords:
Grammatical skills, language acquisition, Grammar-Translation Method, Task Based Language Teaching (TBLT), Communicative Approach, explicit grammar instruction, implicit grammar instruction, Contextual learning, language learning stages, real-life communicationAbstract
This article explores the development of grammatical skills in English language classes, focusing on how these skills are taught, learned, and integrated into communicative contexts. The study examines the importance of grammar as a foundational element of language proficiency and discusses various pedagogical approaches, including the Grammar-Translation Method, Direct Method, Task-Based Language Teaching (TBLT), and the Communicative Approach. It outlines the stages of grammatical development from beginner to advanced levels and highlights the challenges faced by learners, such as resistance to grammar instruction, interference from native languages, and balancing accuracy with fluency. The article also presents strategies for effective grammar teaching, emphasizing the need for contextualized learning, clear explanations, feedback, and the use of technology. Ultimately, it argues that a balanced, student-centered approach that integrates grammar with practical communication is crucial for developing strong grammatical skills and overall language proficiency in English learners. This article examines the development of grammatical skills in English classes, exploring
how these skills are taught, how students acquire them, and the various pedagogical methods employed to facilitate grammar learning.
