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Journal articles on the topic 'Teaching grammar'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Hartwell, Patrick. "Grammar, Grammars, and the Teaching of Grammar." College English 47, no. 2 (1985): 105. http://dx.doi.org/10.2307/376562.

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Hartwell, Patrick. "Grammar, Grammars, and the Teaching of Grammar." College English 47, no. 2 (1985): 105–27. http://dx.doi.org/10.58680/ce198513293.

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3

Imssalem, Nuwara. "Teaching Grammar Pedagogically and Communicatively." International Journal of Arabic-English Studies 7, no. 1 (2006): 179–90. http://dx.doi.org/10.33806/ijaes2000.7.1.11.

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Pedagogical grammars have always been a mirror reflection of descriptive grammars. This situation has led to different degrees of emphasis placed on grammar in language teaching. The position of grammar in language teaching has swung from grammar driven audio-lingual methods to communicative approaches which consider grammar as something peripheral. The purpose of this paper is to outline briefly the historical development which has led to this situation and suggest 'a framework for teaching new grammatical items pedagogically and communicatively..

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4

Andersen, Vibeke. "Nye tiltag i grammatikundervisningen." HERMES - Journal of Language and Communication in Business 15, no. 29 (2017): 187. http://dx.doi.org/10.7146/hjlcb.v15i29.25703.

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The author discusses the disadvantages of traditional grammar teaching from a didactic and learning perspective. Traditional grammar teaching is typically based on a theoretical introduction by means of system-orientated grammars, followed by product-orientated training. Due to the disadvantages of traditional grammar teaching, the author suggests replacing system-orientated grammars with holistic grammars and product-orientated training with comprehension-orientated training. A holistic grammar integrates systemic and pragmatic linguistic description with a view to making grammar relevant and

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5

Kolln, Martha. "A Comment on "Grammar, Grammars, and the Teaching of Grammar"." College English 47, no. 8 (1985): 874. http://dx.doi.org/10.2307/376626.

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6

Williams, Joe, Richard D. Cureton, Carole Moses, and Edward A. Vavra. "Four Comments on "Grammar, Grammars, and the Teaching of Grammar"." College English 47, no. 6 (1985): 641. http://dx.doi.org/10.2307/377166.

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7

Huckin, Thomas N. "A Comment on "Grammar, Grammars, and the Teaching of Grammar"." College English 48, no. 4 (1986): 397. http://dx.doi.org/10.2307/377267.

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8

Schulze, Mathias. "Checking Grammar — Teaching Grammar." Computer Assisted Language Learning 11, no. 2 (1998): 215–27. http://dx.doi.org/10.1076/call.11.2.215.5691.

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9

Tulkinovna, Djumayeva Guli. "TEACHING GRAMMAR IN CONTEXT." International Journal of Pedagogics 3, no. 10 (2023): 89–94. http://dx.doi.org/10.37547/ijp/volume03issue10-17.

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The article analyzes "Understanding and Using English Grammar", one of the most well-known and effective grammar textbooks for intermediate to advanced English students. Moreover, it demonstrates the results showing that grammar methods are mixed with communication methods in the book, providing a framework for students to learn and practice grammar in the context.

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10

Gangadharan, M. "Activity Based Grammar Teaching." International Journal of Science and Research (IJSR) 13, no. 1 (2024): 1767–68. http://dx.doi.org/10.21275/mr24119181657.

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11

Zimmermann, Günther. "Teaching Grammar." System 14, no. 3 (1986): 359–60. http://dx.doi.org/10.1016/0346-251x(86)90036-9.

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12

Kusrini, Nurul Azizah Ria, and Nahdiyatul Ummah. "Praxis of Grammatical Approach in EFL class, from Theory to Pedagogic." Darussalam English Journal (DEJ) 2, no. 2 (2022): 221–58. http://dx.doi.org/10.30739/dej.v2i2.1807.

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Definitions of grammar often refer to the study of language as a system of words that demonstrate some apparent rule of structure and arrangement into sentences. Sometimes the definition includes pronunciation, meaning of words, and history of words (etymology). Some definitions emphasize grammar as a system of rules in a language. In simplest term, grammar covers the rules that govern the way our communication system works. In order to meet the need of grammar teaching, in pedagogical field, there have been some methods and approach which are applied. However, critics pertaining to the weakne

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13

ADEBAYO, Akinsanya Atchrimi. "Functional Grammar: Its Teaching and Learning - Grammaire Fonctionnelle: Son Enseignement et Apprentissage." Kaduna State University 6, no. 1 (2022): 341–63. https://doi.org/10.5281/zenodo.11116263.

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Functional grammar has received increasing attention from scholars across universities though still new for most teachers of French as a Foreign Language (FLE). Despite the controversies concerning its applications in classroom teaching, this new grammar model has its own advantages and can facilitate the academic success of French as a Foreign Language (FLE) student. This article, based on current literature, examines and answers the following questions: What is functional grammar? What are the key concepts of functional grammar? What are the fundamental differences between traditional gramma

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14

Misirov, Sokhibjon Abdupattayevich. "THE FEATURES OF TEACHING COMMUNICATIVE ENGLISH GRAMMAR ON THE BASIS OF DEVELOPING PROFESSIONAL COMPETENCE OF STUDENTS." Deutsche internationale Zeitschrift für zeitgenössische Wissenschaft 85 (August 3, 2024): 46–47. https://doi.org/10.5281/zenodo.13207395.

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This article is focus on the features of teaching communicative English grammar on the basis of developing professional competence of students, methodological analysis of teaching active and passive grammarin English, the ways of teaching English communicative grammar.

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15

Normawati, Afi, and Dwitiya Ari Nugrahaeni. "Grammar Teaching and Learning in English Language Class: Students’ View." English Education:Journal of English Teaching and Research 9, no. 1 (2024): 41–48. http://dx.doi.org/10.29407/jetar.v9i1.21536.

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Grammar, which differs in structure among languages, plays an important component of language acquisition. Grammar proficiency is essential for clear communication since it improves understanding and coherence. Therefore, mastering English grammar is essential to EFL study. This study explores the students’ view on the importance of grammar in language acquisition in detail and explores how EFL students evaluate the teaching and learning of grammar. A qualitative method was used, including open-ended questionnaire and interview, to better understand students' perspectives. The results support

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16

koo Bon-Kwan. "Changes in Grammar Research and Grammar Teaching - A New Orientation to Grammar Teaching." Journal of Korean Language Education ll, no. 37 (2016): 197–254. http://dx.doi.org/10.17313/jkorle.2016..37.197.

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17

KimEunSung. "Korean grammar teacher’ and grammar teaching." Grammar Education 28, no. ll (2016): 1–23. http://dx.doi.org/10.21850/kge.2016.28..1.

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18

박종미. "Teaching Grammar for ‘Critical Grammar Awareness’." Journal of CheongRam Korean Language Education ll, no. 47 (2013): 235–63. http://dx.doi.org/10.26589/jockle..47.201306.235.

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19

Batstone, Rob, and Rod Ellis. "Principled grammar teaching." System 37, no. 2 (2009): 194–204. http://dx.doi.org/10.1016/j.system.2008.09.006.

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20

Gerngross, G., H. Puchta, and S. Thornbury. "Teaching Grammar Creatively." ELT Journal 62, no. 4 (2007): 424–27. http://dx.doi.org/10.1093/elt/ccn046.

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21

Ostafiychuk, O. D. "TEACHING GRAMMAR COMMUNICATIVELY." Innovate Pedagogy 2, no. 58 (2023): 97–101. http://dx.doi.org/10.32782/2663-6085/2023/58.2.20.

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22

Abid, Djamila. "Teaching Cognitive Grammar." Science, Education and Innovations in the context of modern problems 8, no. 7 (2025): 134–39. https://doi.org/10.56334/sei/8.7.15.

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23

Abduraximova, Feruza Boxadirovna, and Mokhinur Mo'minova. "The Importance of Grammar in Foreign Language Teaching." Multidisciplinary Journal of Science and Technology 5, no. 3 (2025): 595–97. https://doi.org/10.5281/zenodo.15080692.

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Grammar plays a crucial role in foreign language teaching by providing structural rules that facilitate effective communication. It enhances comprehension, accuracy, and fluency, enabling learners to construct meaningful sentences. Teaching grammar improves linguistic competence and fosters confidence in language use. This article explores grammar's role in foreign language acquisition, instructional approaches, challenges, and recent trends in teaching methodologies. Through text citations and scholarly references, it presents evidence-based perspectives on grammar’s impact on language

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24

Karolczuk, Agnieszka. "O uczeniu gramatyki polskiej Słowian." Poradnik Językowy, no. 1/2022(790) (September 10, 2021): 214–25. http://dx.doi.org/10.33896/porj.2022.1.11.

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This paper presents diverse approaches to teaching grammar in the language acquisition process. It focuses on a compilation of the models, methods, techniques, and tricks of teaching grammar. The paper concerns especially teaching Polish grammar to Slavic speakers while taking consideration of the cognation of the languages and the resulting interdependencies. This situation creates both easiness and diffi culty in grammar teaching.

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25

Dr. Roy P Veettil, Manoj Manuel. "Teaching Grammar: An ESL/EFL Perspective for Sustainable Development in Education." International Journal of Environmental Sciences 11, no. 2s (2025): 282–88. https://doi.org/10.64252/dzpkjt93.

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Observation is a position paper that argues for a learner centered approach to the educating the English grammar. It highlights unprecedented need for intercultural communication in the context of globalization and underscores the imperativeness of cross-cultural pragmatics. As English has been nativized to enable it holding the weight of the culture in the new lands of its transplantation, prescriptive use of grammar alone cannot serve the purpose. The changing paradigms demand that descriptive and nonnative grammars also be included in the grammar curriculum. This paper suggests ways to teac

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26

Enesi, Miranda, Ekaterina Strati, and Anisa Trifoni. "Alternative grammar teaching vs. traditional grammar teaching in Albanian tertiary education." International Journal of Education and Practice 11, no. 2 (2023): 279–94. http://dx.doi.org/10.18488/61.v11i2.3337.

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Owing to the complex nature of the English Grammar, teachers of English language and linguistics face many challenges when teaching Grammar. Besides, it is difficult for students to master grammar structures though English teachers in Albania try hard to make grammar teaching as engaging as possible but through the traditional grammar teaching approach. The traditional approach and techniques have produced ineffective learning and inert knowledge problems. However, through alternative teaching approaches, especially the communicative one, students learn the language in all its three dimensions

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27

Tiryakiol, Selim, Himmet Sarıtaş, and Ahmet Benzer. "Turkish Grammar Teaching Through Inductive Approach." Journal of Qualitative Research in Education 6, no. 3 (2018): 1–22. http://dx.doi.org/10.14689/issn.2148-2624.1.6c3s17m.

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28

Luitel, Peshal. "Practices of Teaching Grammar." Scientific Researches in Academia 1, no. 1 (2023): 51–58. http://dx.doi.org/10.3126/sra.v1i1.60095.

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The 21st century is known as the era of meaning-focused communicative approach to teaching of grammar. However, most language teachers are found to still follow transmission-based grammar-oriented approaches. It is known that the success or failure of teaching grammar effectively depends on teachers. Therefore, in spite of teaching of grammar being central to language teaching, it is problematic domain for language teachers. That is to say, what teachers do in regard to grammar instruction is an important issue that needs to be investigated. Therefore, through a classroom observation checklist

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29

Ying, Wen. "On English Grammar Teaching with Communicative Language Teaching (CLT)." International Journal of Case Studies 7, no. 10 (2018): 66–69. https://doi.org/10.5281/zenodo.3545075.

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Communicative language teaching (CLT) is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of the study. Language learners in environments utilizing CLT techniques learn and practice the target language through interaction with one another and the instructor. This paper makes a brief analysis of traditional grammar teaching and communicative language teaching, the role of grammar in Communicative Language Teaching, and the advantages of implementing the communicative approach in grammar lessons. It is concluded that the communicative approach

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30

Rakhimova, Sarvinoz. "TEACHING READING THROUGH GRAMMAR." MODERN SCIENCE AND RESEARCH 2, no. 10 (2023): 795–800. https://doi.org/10.5281/zenodo.10039805.

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<i>This article discusses the matters of teaching reading through grammar as an effective and holistic approach that can greatly enhance a learner's reading comprehension skills. By integrating grammar instruction into reading lessons, students develop a deeper understanding of both grammar rules and the text they are reading. This article will explore the benefits of teaching reading through grammar and provide practical strategies for implementing this approach in the classroom.</i>

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31

Neuleib, Janice, and Irene Brosnahan. "Teaching Grammar to Writers." Journal of Basic Writing 6, no. 1 (1987): 28–35. http://dx.doi.org/10.37514/jbw-j.1987.6.1.04.

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32

Ready, Karen Kunkel. "Teaching Grammar through Music." Die Unterrichtspraxis / Teaching German 22, no. 2 (1989): 184. http://dx.doi.org/10.2307/3530193.

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33

Hasanah, Henny Uswatun. "Teaching Grammar Using Pictures." OKARA: Jurnal Bahasa dan Sastra 9, no. 1 (2015): 103. http://dx.doi.org/10.19105/ojbs.v9i1.583.

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34

Silva, David James, and Constance Weaver. "Teaching Grammar in Context." Modern Language Journal 81, no. 3 (1997): 412. http://dx.doi.org/10.2307/329317.

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35

Costa, Ana Luísa, and Sónia Valente Rodrigues. "Grammar teaching in Portugal." Bellaterra Journal of Teaching & Learning Language & Literature 12, no. 2 (2019): 21. http://dx.doi.org/10.5565/rev/jtl3.809.

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36

Vavra, Ed. "On Not Teaching Grammar." English Journal 85, no. 7 (1996): 32. http://dx.doi.org/10.2307/820504.

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37

Azam, Azmi. "Teaching Grammar and Vocabulary." JOURNAL OF ADVANCES IN LINGUISTICS 2, no. 1 (2014): 61–79. http://dx.doi.org/10.24297/jal.v2i1.2009.

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 The teaching of grammar and vocabulary is a complex but crucial process in the course of an educationaland epistemological programmeforlearning any language, especially English. It is all mandatory fora teacher of English to teach vocabulary and grammar so that the learner can develop the four basic skills of learning a language. In every teaching strategy, a method followed by a theory, objectives determination (general and specific), syllabus designing, curriculum scheduling, checklist assembling, material selecting, and lesson planning are marked as the mandatory steps to be taken by

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38

Alinte, Camelia. "Teaching Grammar through Music." Journal of Linguistic and Intercultural Education 6 (June 15, 2013): 7–28. http://dx.doi.org/10.29302/jolie.2013.6.1.

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39

Weaver, Constance. "Teaching Grammar in Context." College Composition and Communication 47, no. 4 (1996): 620. http://dx.doi.org/10.2307/358617.

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40

Higgs, Theodore V. "Teaching Grammar for Proficiency." Foreign Language Annals 18, no. 4 (1985): 289–96. http://dx.doi.org/10.1111/j.1944-9720.1985.tb01806.x.

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41

Roche, Jörg, and Ferran Suñer. "Metaphors and grammar teaching." Yearbook of the German Cognitive Linguistics Association 4, no. 1 (2016): 89–112. http://dx.doi.org/10.1515/gcla-2016-0008.

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Abstract Despite the need for transparency and efficiency in explaining grammatical features to learners of a foreign language only very few systematic attempts have been undertaken to demonstrate the pedagogical added value of concept-based approaches to grammar instruction. The purpose of the paper is (1) to discuss the theoretical underpinnings of such an approach, to (2) present relevant theories of multimedia learning and (3) to summarize some empirical evidence on the efficiency of such an approach to language teaching and learning. The concept-based animated grammar, developed for Germa

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42

Vavra, Ed. "On Not Teaching Grammar." English Journal 85, no. 7 (1996): 32–37. http://dx.doi.org/10.58680/ej19964837.

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43

Ellis, Rod. "Interpretation-based grammar teaching." System 21, no. 1 (1993): 69–78. http://dx.doi.org/10.1016/0346-251x(93)90007-4.

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44

Nunan, David. "Teaching grammar in context." ELT Journal 52, no. 2 (1998): 101–9. http://dx.doi.org/10.1093/elt/52.2.101.

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45

Kohn, Mary. "Teaching Grammar to Nonlinguists." American Speech 97, no. 4 (2022): 548–53. http://dx.doi.org/10.1215/00031283-10417003.

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46

Урантаева, Насиба Бахтияровна. "TEACHING GRAMMAR IN CONTEXT." Involta 1, no. 4 (2022): 395–402. https://doi.org/10.5281/zenodo.6393426.

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This type of in-context grammar instruction also encourages students to continue their grammar education outside the classroom, when reading the newspaper or their favorite novel. Like grammar, the teaching of discourse conventions like paragraph unity, transitions, and cohesion, as well as mechanics like spelling and punctuation.

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47

Cuesta Cuesta, Mª Rosario. "The Teaching of Grammar." Miscelánea: A Journal of English and American Studies 16 (December 31, 1995): 103–24. https://doi.org/10.26754/ojs_misc/mj.199511679.

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The purpose of this paper is to examine a number of theoretical principles concerning the teaching of English grammar in EFL contexts. Section One begins with an examination of the strengths and drawbacks of product and process approaches, arguing that there is no single right methodology for the teaching of grammar and advocating a variable balance between product and process perspectives. Section Two gives recognition to the role of individual differences in learning style. Section Three focuses on the relationship between instruction and second language learning, suggesting that learners re

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48

McEnery, Tony, Andrew Wilson, and Paul Barker. "Teaching grammar again after twenty years: corpus-based help for teaching grammar." ReCALL 9, no. 2 (1997): 8–16. http://dx.doi.org/10.1017/s0958344000004730.

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In this paper we consider how corpora may be of use in the teaching of grammar of the pre-tertiary level. Corpora are becoming well established in teaching in Universities. Corpora also have a role to play in secondary education, in that they can help decide how and what to teach, as well as changing the way in which puplis learn and providing the possibility of open-ended machine-aided tuition. Corpora also seem to provide what UK goverment sponsored reports on teaching grammar have called for – a data-driven approach to the subject.

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49

Rakhmawati, Fitri, and Widya Nirmalawati. "Grammar teaching at pre-service training program in Kampung Inggris (a case study on mastering system program)." Journal of Applied Studies in Language 1, no. 1 (2017): 6. http://dx.doi.org/10.31940/jasl.v1i1.655.

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Kampung Inggris is a very popular English learning area as there are many English courses with various programs are offered. Mastering System is a pre-service training program at one of the leading courses in Kampung Inggris. They are devoted exclusively to graduates or instructors interested in teaching in formal or non-formal schools. The purpose of this research is to reveal the process of teaching Grammar on Mastering System program. This research is a qualitative research using case study design. Data was collected through interviews, observation, and document analysis. There were a total

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50

Rodríguez-Gil, María E. "Lowth’s Legacy in Teaching English to Foreigners." Historiographia Linguistica 39, no. 1 (2012): 27–42. http://dx.doi.org/10.1075/hl.39.1.03rod.

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Summary This article sheds light on the influence exerted by Robert Lowth’s (1787–1710) English grammar (1762) overseas in the teaching of English as a foreign language, and more particularly, on the work of the Irish friar Thomas Connelly (1728–1800), author of the most popular English grammar for Spaniards published in Spain in 1784. After setting the context for both the life and work of this author, it examines the similarities in content and wording between Connelly and Lowth’s English grammars through a comparison of selected passages occurring in both works. This analysis will help us d

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