TEACHING GRAMMAR IN CONTEXT: EFFECTS ON ACCURACY AND LEARNER ENGAGEMENT
Keywords:
Keywords: Grammar Instruction, Contextualized Learning, Communicative Competence, Language Accuracy, Learner Engagement, ESL Pedagogy, Form-Focused Instruction, Task-Based Learning.Abstract
Abstract: Traditional grammar instruction often relies on isolated drills and rote memorization, which may fail to translate into communicative competence. In contrast, teaching grammar in context involves presenting grammatical forms through meaningful use in real-life or simulated communicative situations. This article explores the theoretical foundations, pedagogical benefits, and practical strategies for contextual grammar instruction. It also examines its effects on grammatical accuracy and learner engagement. Research suggests that grammar taught through contextualized input and output leads to better retention, higher learner motivation, and improved application of grammar in authentic communication. Challenges such as curriculum constraints and teacher preparedness are discussed, along with strategies to address them.
References
1. Ellis, R. (2006). Current Issues in the Teaching of Grammar: An SLA Perspective. TESOL Quarterly, 40(1), 83–107.
2. Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, R. Ginsberg, & C. Kramsch (Eds.), Foreign Language Research in Cross-Cultural Perspective (pp. 39–52). John Benjamins.
3. Nassaji, H., & Fotos, S. (2011). Teaching Grammar in Second Language Classrooms: Integrating Form-Focused Instruction in Communicative Context. Routledge.
4. Thornbury, S. (1999). How to Teach Grammar. Longman.
5. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
6. Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
7. Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2), 97–118. https://doi.org/10.1017/S0261444807004144
8. Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158. https://doi.org/10.1093/applin/11.2.129
9. Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97–114). Oxford University Press.
10. Wajnryb, R. (1990). Grammar dictation. Oxford University Press.
