INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 12, issue 1, June 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
Index:
google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/profile/Worldly-Knowledge
https://journalseeker.researchbib.com/view/issn/3030-332X
272
GRAMMAR VS. VOCABULARY: WHICH IS MORE IMPORTANT IN
LANGUAGE LEARNING?
Latifova Nurshoda Dilmurod qizi
Andijon davlat chet tillari instituti Ingliz tili va adabiyoti fakulteti 1-bosqich talabasi
Abstract:
This paper explores the long-standing debate over the relative importance of grammar
and vocabulary in second language acquisition. While vocabulary provides the basic tools for
communication, grammar offers the structural foundation necessary for clarity and accuracy.
The study examines theoretical and practical perspectives through a review of literature and
analysis of language teaching practices. The findings suggest that a balanced approach, where
grammar and vocabulary are developed simultaneously, is the most effective for language
learners across different proficiency levels.
Annotatsiya:
Ushbu maqola ikkinchi tilni o‘zlashtirishda grammatik va lug‘at boyligining
nisbiy ahamiyati haqidagi uzoq yillik munozarani o‘rganadi. Lug‘at aloqa uchun asosiy
vositalarni ta’minlasa, grammatika esa aniq va to‘g‘ri ifodalanish uchun zarur bo‘lgan tuzilma
poydevorini yaratadi. Tadqiqot nazariy va amaliy yondashuvlarni adabiyotlar sharhi va til
o‘rgatish amaliyotlarini tahlil qilish orqali ko‘rib chiqadi. Natijalar shuni ko‘rsatadiki,
grammatika va lug‘at birgalikda rivojlantiriladigan muvozanatli yondashuv har xil darajadagi til
o‘rganuvchilar uchun eng samarali usul hisoblanadi.
Аннотация:
Данная статья рассматривает давнюю дискуссию о сравнительной важности
грамматики и словарного запаса в процессе изучения второго языка. Словарный запас
предоставляет базовые средства для общения, в то время как грамматика обеспечивает
структурную основу, необходимую для ясности и точности. Исследование охватывает
теоретические и практические взгляды через обзор литературы и анализ методов
преподавания языков. Результаты показывают, что наиболее эффективным подходом для
изучающих язык на разных уровнях владения является сбалансированное развитие как
грамматики, так и словарного запаса.
Introduction
In the field of language education, grammar and vocabulary are considered fundamental
components of linguistic competence. However, educators and learners often question which
one should be prioritized. Some believe that vocabulary is the key to effective communication,
while others argue that without grammar, language use becomes chaotic and unclear. This
paper aims to explore the functions of both grammar and vocabulary in language learning and
evaluate their roles in promoting communication skills, fluency, and accuracy.
Literature Review
The debate between the significance of grammar and vocabulary in language learning has been
extensively discussed in the field of applied linguistics. Numerous researchers have contributed
to the understanding of how both components interact in the language acquisition
process.Wilkins (1972) made a famous statement: “Without grammar very little can be
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 12, issue 1, June 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
Index:
google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/profile/Worldly-Knowledge
https://journalseeker.researchbib.com/view/issn/3030-332X
273
conveyed, without vocabulary nothing can be conveyed.” This suggests that while grammar
structures language, vocabulary is the core of actual communication. His work emphasizes that
words carry the main meaning in interaction, and grammar helps organize them
effectively.Thornbury (2002), in his book “How to Teach Vocabulary,” argues that lexical
competence is at the heart of communicative competence. He claims that a large vocabulary is
more helpful to a learner than perfect grammar, especially in the early stages of learning. His
viewpoint supports the idea that learners can still make themselves understood with minimal
grammar if they know enough words.
On the other hand, Swan (2005) stresses the importance of grammar in ensuring precision and
avoiding misunderstandings. In his book “Practical English Usage,” he explains that correct
grammar helps convey not just what is said, but how and why it is said — showing
relationships between ideas, time sequences, and levels of certainty or possibility. Grammar
also helps learners create more complex and academic forms of expression, which are vital in
writing and formal contexts.Nation (2001) distinguishes between productive and receptive
vocabulary, pointing out that vocabulary must be taught systematically and revisited regularly
to support fluency. He also states that vocabulary alone is not enough to develop competence; it
must be combined with structural patterns for learners to communicate naturally and
correctly.Larsen-Freeman (2003) introduces the idea of "grammaring," emphasizing grammar
as a dynamic process rather than a fixed set of rules. She encourages language teachers to move
beyond traditional grammar drills and to help learners internalize grammar through usage and
context. This perspective highlights grammar as a skill to be practiced, much like vocabulary.
Another study by Schmitt (2008) suggests that learners tend to prioritize vocabulary at the
beginning stages because it provides quick results in understanding and speaking. However, as
learners advance, grammar becomes more important for fluency, accuracy, and sophistication in
language use.
In support of this, Ellis (2006) notes that communicative competence requires a balance
between form (grammar) and meaning (vocabulary). He explains that focusing only on
vocabulary may lead to communication breakdowns in complex or ambiguous
situations.Moreover, studies in SLA (Second Language Acquisition) show that learners who are
exposed to both grammar and vocabulary simultaneously perform better than those who focus
on one component alone (Lightbown & Spada, 2013). These findings support the idea of
integrated learning models, where grammar and vocabulary are taught together in context.
In summary, the literature clearly shows that grammar and vocabulary are interdependent.
Vocabulary enables the expression of meaning, while grammar structures that meaning.
Researchers agree that neither should be ignored, and that the most effective learning occurs
when both are developed in a complementary manner.
Methodology
This paper follows a qualitative research design based on document analysis. Various scholarly
articles, language teaching textbooks, and research papers were reviewed to gather theoretical
insights and teaching practices related to grammar and vocabulary. Additionally, observations
from ESL (English as a Second Language) classrooms were considered to evaluate how these
components are integrated in real teaching environments. The study does not include a primary
data collection process but relies on secondary sources and existing literature.
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 12, issue 1, June 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
Index:
google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/profile/Worldly-Knowledge
https://journalseeker.researchbib.com/view/issn/3030-332X
274
Conclusion
Both grammar and vocabulary are essential in learning a language, and their importance varies
depending on the learner’s level, goals, and context. Vocabulary is crucial for basic
communication and comprehension, especially in the early stages. Grammar becomes
increasingly important as learners strive for fluency, accuracy, and formal expression.
Ultimately, the most effective language instruction balances the development of both elements,
allowing learners to build not only meaningful but also correct communication.
References:
1. Larsen-Freeman, D. (2003). Teaching Language: From Grammar to Grammaring. Heinle
ELT
2. Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge University
Press.
3. Schmitt, N. (2008). Instructed Second Language Vocabulary Learning. Language Teaching
Research, 12(3), 329–363.
4. Thornbury, S. (1999). How to Teach Grammar. Pearson Education Limited.
5. Wilkins, D. A. (1972). Linguistics in Language Teaching. Edward Arnold.
6. Ellis, R. (2006). The Study of Second Language Acquisition. Oxford University Press.
7. Lightbown, P. M., & Spada, N. (2013). How Languages Are Learned (4th ed.). Oxford
University Press.
8. Swan, M. (2005). Practical English Usage (3rd ed.). Oxford University Press.
9. Thornbury, S. (2002). How to Teach Vocabulary. Longman.
