"DEVELOPING STUDENTS' GRAMMAR AWARENESS: STRATEGIES AND IMPLICATIONS FOR LANGUAGE TEACHING"
DOI:
https://doi.org/10.55640/Keywords:
grammar awareness, language acquisition, metalinguistic knowledge, explicit instruction, implicit instruction, task-based learning, consciousness-raising, communicative competence, error correction, language pedagogyAbstract
This article explores the concept of grammar awareness as a crucial component of second language acquisition and provides a comprehensive review of theoretical and practical approaches to its development in educational settings. Drawing on both cognitive and sociocultural theories, the paper emphasizes the importance of metalinguistic knowledge and the need for explicit grammar instruction integrated into communicative and contextualized language learning. The research methodology includes a qualitative synthesis of relevant literature, classroom observations, and teacher interviews. The main body of the article is structured around three key components: a theoretical foundation detailing the distinction between explicit and implicit grammar instruction, practical classroom strategies such as task-based learning, grammar consciousness-raising, and technology-enhanced instruction, and common challenges faced by educators, including learner resistance and time constraints, with proposed pedagogical solutions.
Key findings suggest that grammar awareness is best fostered through interactive, reflective, and meaningful instruction that bridges the gap between rule knowledge and real-world application. The conclusion emphasizes that fostering grammar awareness is not about reverting to outdated methods but about promoting conscious, adaptive, and communicative grammar use. This article serves as a valuable resource for language educators, curriculum designers, and researchers interested in enhancing grammar instruction practices to improve learner outcomes in both accuracy and fluency.
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