EFFECTIVE GRAMMAR INSTRUCTION THROUGH CONTEXTUALIZED LEARNING

Omanov Pulatjon Habitovich,Kalauova Sogdiana Saydullayevna

Authors

Omanov Pulatjon Habitovich,Kalauova Sogdiana Saydullayevna Doctor of Philosophy (PhD) in Pedagogical Sciences, Associate Professor, Uzbekistan State World Languages University (UzSWLU) Uzbekistan, Tashkent,А second-year student of 3rd English faculty at the Uzbekistan State World Languages University (UzSWLU) Uzbekistan, Tashkent Scientific advisor:

Keywords:

grammar in context, ESL teaching, grammar instruction, language learning, functional grammar

Abstract

This paper explores how teaching grammar in context, rather than through isolated rules, supports better understanding and use of grammar among language learners. It argues that using real-life communication and meaningful activities in grammar instruction leads to more effective and lasting learning.

References

Jones, R., & Lock, G. (2011). Functional Grammar in the ESL Classroom. Basingstoke: Palgrave Macmillan.

Larsen-Freeman, D. (2003). Teaching Language: From Grammar to Grammaring. Boston, MA: Heinle & Heinle.

Larsen-Freeman, D., & Celce-Murcia, M. (2016). The Grammar Book: Form, Meaning and Use for English Language Teachers (3rd ed.). Boston, MA: National Geographic Learning.

Thornbury, S. (2005). Uncovering Grammar: How to Help Grammar Emerge. London: Macmillan Education.

Mart, C. T. (2013). Teaching Grammar in Context: Why and How? Theory and Practice in Language Studies, 3(1), 124–129. https://doi.org/10.4304/tpls.3.1.124-129

EFFECTIVE GRAMMAR INSTRUCTION THROUGH CONTEXTUALIZED LEARNING

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