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GRAMMAR AS A KEY ELEMENT OF MASTERING A NEW FORM OF EXPRESSION
Nargiza Adambaeva
Associate professor, Oriental university, Uzbekistan
https://orcid.org/0009-0008-3286-4918
Annotation:
In the current age of communicative language teaching, whereas some language
teachers and learners suppose that grammar is not really essential for communication, other
scholars agree that grammar still plays an important role in developing the language system of
learners. The propensity of this study is to define what grammar is and what its importance in
second language. Grammar provides the rules that govern sentence structure, word order, tenses,
and agreement, which helps learners construct meaningful and accurate sentences. Without
proper grammar, communication can be unclear or misunderstood. From the recent perspectives
and findings of different researchers, a critical evaluation is conducted to explore the importance
of grammar in language teaching and learning as well as how to effectively apply grammar
instruction into language teaching. The findings show that grammar is beyond a set of rules or
structures and having knowledge of grammar can support learners to enhance their EFL learning
progression.
Keywords:
grammar, teaching grammar, grammar instruction, language instruction.
Introduction
Over the last few decades, a great debate has taken place among theorists as to what is the role of
grammar. Certain notions and approaches to teaching languages started to emerge that neglect
the role of grammar in acquiring a second language. These sorts of notions were based on the
grounds that children didn’t have to learn grammar to pick up their first language. These notions,
however, were proven later on impractical as grammar plays an irreplaceable role in breaking
down the language for kids and facilitating it to adults.
This research is an attempt to highlight the vitality of grammar in teaching and acquiring a
second language. The role grammar plays can take many dimensions. Some of the roles
discussed in this paper are its ability to convey unambiguous meaning, having the capacity to
create an infinite set of sentences and a substantial enabling skill. Additionally, grammar forms
an important subject in almost all the syllabuses all around the world. Be it English grammar or
any other grammar, be it a native or a bilingual, a person cannot write or speak eloquently bereft
of this key factor.
The purpose of this study is to explore how grammar can be defined and how grammar is useful
for language learning progression. In this paper, different thoughts, teaching practices, and
experience from a wide variety of research articles are systematically synthesized and evaluated
in order to investigate the importance of grammar in language teaching and learning in current
years. Furthermore, a thorough discussion is conducted to translate the nature of grammar into
language teaching. Following that, some recommendations about teaching grammar will be
suggested.
What is grammar? A question we rarely ever ask ourselves when we speak our native language.
However, when it comes to learning a second language, it’s the first thing we are introduced to.
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When we contemplate this question, the first answer that comes to our minds is a set of rules that
govern a language. Yes, it is true, but there is more to grammar than that. Grammar is a system
composed of many interconnected components that ensure accuracy and meaning. It is the art of
writing and speaking a language correctly. It is “the mental system of rules and categories that
allows humans to form and interpret the words and sentences of their language. ”There is no
escape from using grammar if we want to improve our English or learn a new language. Just as
the latter, grammar is a living entity that evolves and undergoes a great deal of change over time.
Grammar of the 19th century is by no means the grammar of today. These changes are due to
several factors such as time, culture, literature and so on.
As a result, it can be seen that there is a wide variety of direct and indirect approaches to present
different definitions of grammar. Based on different perspectives of many language scholars,
grammar can be generally considered the knowledge concerned with types of words, phrases,
clauses, sentences, and the internal rules of how sentences in a language is constructed.
Following that, the teaching of grammar concentrates on the methods in which language users
learn and apply grammatical rules to build sentences in for meaningful purposes in specific
contexts. The philosophy of teaching grammar of each teacher of English differs from what
grammar concepts the teacher has knowledge of, the teacher’s personal experience of a language
as both a learner and a teacher of that language and the teacher’s own belief about the level of
effectiveness of their language teaching.
Definitions of grammar vary greatly according to one’s knowledge and expertise in the realm in
question. A laymen’s definition of grammar would be much distinct from a grammarian’s or a
linguist’s. This distinction is primarily on account of the extent of knowledge one possesses over
the field or the orientation one has chosen to pursue. A laymen’s definition would only scratch
the surface of grammar while a grammarian’s definition would delve into more elaborate aspects
like word class and part of speech. As for a linguist, he would tackle the linguistics components
of language such as phonology, semantics and so on. Grammar is a tremendously vast field
which could be approached from a myriad of ways.
Main part:
Pedagogical-grammatical representations must be simple in terms of language and
suitable for students in order to meet the first two criteria. The images provided should be
concise, specific and descriptive. Purely verbal descriptions are of no use to students because
they understand structure better when they can relate that structure to an image. Color, symbols,
tables and diagrams enhance ease of understanding. The complex structures of the language
should be presented as simply, clearly and understandably as possible. It is also very important
that only the main one be highlighted with color or underlining. With regard to the criterion of
applicability, it is well known that many students fail to translate their theoretical knowledge into
practical skills. Because of this problem, it is important that there is a slight psychological
distance between representation and reality. When teaching foreign languages, it is very
important to develop the so-called grammatical competence. Grammatical competence is defined
as knowledge of the grammatical means of a language and the ability to use them in practice. In
foreign language classes, a distinction is made between productive and receptive grammar.
Productive grammar is a term used to refer to structures that learners can create themselves.
Conversely, receptive grammar is a term used to describe structures that learners can only
understand but cannot create. Blazewicz also writes about the "grammar of message" and the
"grammar of understanding". Mastering a foreign language means that grammatical skills can be
acquired unconsciously in real life situations. The study of grammar is a conscious action that
develops in formal situations [6]. Knowledge of grammar is an important requirement for
mastering a foreign language. Students should be able to correctly express their thoughts in a
foreign language. Grammar skills are acquired in close connection with knowledge of the
language. Working on grammar should be an integral part of learning a foreign language. Every
speaker must master grammar, and every language teaching must include grammar, whether it
happens (explicitly through rules or indirectly through patterns), when it happens, and to what
extent it is necessary.
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And last but not least, grammar is considered to be a prerequisite factor for effective
communication. The role of grammar in communication comes in organizing words, clauses and
phrases into meaningful sentences. The exchange of theses sentences results in a conversation. In
this respect, the importance of grammar here resides in making it possible for each person to say
exactly what they want to and be able to understand the other. It serves as a mechanism against
ambiguity and confusion. On the other hand, however, when grammar is lacking in a
conversation, there is a good chance for misunderstanding and disagreement. Imagine going to a
foreign country and using a dictionary of the local language to communicate. You may pick the
right word but the way you put them together can be funny, maybe even dangerous. The purpose
of grammar in communication is to be able to convey your thoughts through language. If you are
not understood, then the whole point of the conversation is lost. The roles grammar play are
multiple and diverse.
Grammar, as the set of rules governing the structure of sentences, plays a pivotal role in second
language (L2) teaching and learning. While communicative language teaching (CLT) has gained
prominence in recent decades, focusing on fluency and real-world interaction, the role of
grammar remains indispensable. This section will provide an academic overview of the
importance of grammar in second language teaching, drawing on various theoretical frameworks,
research findings, and educational practices.
Several theoretical frameworks in second language acquisition (SLA) highlight the critical role
grammar plays in language learning. Key theories include:
The Contrastive Analysis Hypothesis (CAH): The CAH suggests that the differences
between the native language (L1) and the target language (L2) can influence the learning process.
Understanding grammar helps learners identify these contrasts and avoid errors caused by L1
interference. For example, learners may struggle with L2 grammatical structures that do not exist
in their L1, making explicit grammar instruction essential for overcoming such challenges.
Interlanguage Theory (Selinker, 1972): Interlanguage refers to the transitional state
between a learner's L1 and the target language. It is during this stage that learners produce
language that is neither entirely correct nor incorrect. Grammar instruction helps learners refine
their interlanguage and reduce errors as they progress toward native-like proficiency.
The Input Hypothesis (Krashen, 1985): While Krashen's theory emphasizes the
importance of comprehensible input for language acquisition, grammar plays a crucial role in
making input more understandable. Learners benefit from structured grammatical input, which
provides them with the tools to decode and produce accurate language, especially in more
complex contexts.
Grammar is central to the development of linguistic proficiency in both receptive and productive
skills. Research indicates that:
Sentence Formation: Grammar allows learners to construct grammatically correct
sentences. Without knowledge of syntax, morphology, and tense usage, learners might struggle
to create coherent and contextually appropriate sentences. For example, incorrect verb tense
usage can distort the temporal meaning of a sentence, leading to confusion.
Accuracy and Fluency: While fluency is the ability to communicate effectively and
spontaneously, accuracy refers to the correctness of language use. Research by Ellis (2002)
suggests that both accuracy and fluency are necessary for effective communication, and grammar
is crucial for ensuring accuracy. Grammar instruction, particularly explicit grammar teaching,
allows learners to internalize rules and produce accurate language even in spontaneous
conversations.
Error Reduction: Explicit grammar instruction has been shown to reduce error rates in
second language learners. By understanding grammatical rules, learners are more likely to self-
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correct and avoid recurring mistakes. This is particularly important for formal writing, academic
communication, and professional contexts, where accuracy is critical.
One of the key debates in second language teaching concerns the balance between grammar
instruction and communicative competence. Hymes (1972) introduced the concept of
communicative competence, which includes not only grammatical knowledge but also the ability
to use language appropriately in different social contexts.
Grammar as a Tool for Communication: Although communicative approaches emphasize
fluency and social interaction, grammar is still necessary for effective communication. Without
grammatical knowledge, learners may produce language that is understandable but lacks
precision or appropriateness in terms of formality, politeness, or register. For instance, knowing
when to use the subjunctive mood or understanding conditional sentences can shape the
politeness and clarity of a message.
Integrated Approach: Modern approaches to second language teaching suggest an
integrated method that combines grammar instruction with communicative practices. According
to Long and Robinson (1998), focused instruction on grammar, when combined with
communicative activities, enhances learners’ language proficiency by providing both explicit
understanding and meaningful practice.
Several teaching strategies have been developed to incorporate grammar into communicative
language teaching:
Explicit Grammar Instruction: This involves direct teaching of grammar rules, typically
through explanations, examples, and practice exercises. Research supports the effectiveness of
explicit instruction for improving learners' grammatical accuracy, especially in beginner and
intermediate stages of language learning (Norris & Ortega, 2000).
Implicit Grammar Instruction: This approach involves providing learners with
opportunities to notice and deduce grammatical structures through exposure to language input.
While less focused on formal explanations, implicit instruction encourages learners to derive
rules from context. Studies have shown that implicit instruction can be beneficial in promoting
long-term language acquisition by encouraging learners to internalize grammatical structures
naturally (DeKeyser, 1998).
Task-Based Language Teaching (TBLT): In TBLT, learners engage in real-world tasks
that require the use of language in context. While the primary focus is on communication, tasks
often provide opportunities for learners to apply and reinforce grammar in authentic situations.
This method helps integrate grammar instruction within meaningful communication.
Focus on Form: This pedagogical approach involves highlighting specific grammar
points during communicative activities. Rather than teaching grammar in isolation, focus-on-
form strategies draw attention to grammar during task-based interactions or while learners work
on language problems. This strategy has been found to be effective in enhancing both fluency
and accuracy (Doughty & Williams, 1998).
Numerous studies have examined the impact of grammar instruction on second language
learning outcomes. Findings indicate that:
Grammar and Academic Achievement: Research consistently demonstrates that students
who receive explicit grammar instruction perform better in academic contexts, particularly in
writing tasks that require syntactic complexity and accuracy (Spada & Lightbown, 2008).
Grammar instruction also supports reading comprehension and listening skills by providing
learners with the tools to decode and interpret complex language structures.
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Grammar and Learner Motivation: Some studies suggest that learners' motivation to learn
grammar may vary depending on their attitudes toward language learning and their perceived
relevance of grammar. In general, learners who understand the value of grammar in achieving
communicative competence and academic success are more likely to engage with grammar
instruction and show improved learning outcomes (Skehan, 1998).
Despite its importance, teaching grammar in second language contexts can present challenges:
Learner Resistance: Some learners may view grammar as tedious or irrelevant, especially
in communicative classrooms where fluency is prioritized. Teachers must find ways to make
grammar instruction engaging and relevant by connecting it to learners’ communicative goals
and real-life contexts.
Overemphasis on Grammar: On the other hand, focusing exclusively on grammar can
lead to an overemphasis on form rather than communication, potentially stifling fluency
development. Teachers must strike a balance between grammar instruction and opportunities for
authentic communication.
Cultural and Linguistic Variability: Grammar teaching must also consider the diverse
linguistic backgrounds of learners. For instance, learners from different language families may
struggle with certain grammatical structures that are not present in their L1. Tailoring grammar
instruction to these differences is crucial for effective learning.
Among the multiple functions grammar has, its ability to convey and clarify meaning is the most
important. A language is futile and doomed to perish if it’s ineligible of constructing meaning.
Communication constitutes a central part of human activities, and meaning is a pre-requisite
factor for the former to occur. There are many ways in which grammar determines the meaning
of the sentence. Each grammatical rule serves a particular purpose. Conjugation to express an
action in a certain time, modals to express obligation, probability and certainty, even the
intonation while speaking says a lot about what the person wants to say. In addition to this,
correct grammar enables us to articulate the same thought in so many ways and in so many
different structures. Once the person learns how to efficiently employ these rules, he/she
becomes able to use the language to convey any thought he desires.
One way in which grammar brings about meaning is the way it brings the words together. Words
grouped together randomly have little meaning on their own. For instance, if father would like to
know where his son is and the mother answers” with friends cinema go”.
In this instance, the father is highly unlikely to get the message and even if he somehow
managed to infer the meaning of the sentence, the latter is still ambiguous and open to different
interpretations. Unless they occur accidentally, like in “go study”. Words may have lexical
meaning at the word level, but they convey no grammatical meaning as a group. However when
a special order is given to these words, grammatical meaning is created because of the
relationships they have to one another. The subject verb agreement, or to take another example
the difference between the past, present and future forms of verbs. The meaning of a sentence is
determined partly by the meaning of the words of which it is composed and partly by its
grammatical meaning.
Conclusion
: Grammar instruction serves also as an accelerator of the learning process. Grammar
helps students and learners learn the language much faster than those who don’t receive an
explicit grammar instruction. Long (1983) reviewed eleven relevant studies, six of which clearly
showed faster development in children and adults who received ESL instruction and concluded
that instruction does effect acquisition. Due to this prior instruction of grammar, students need
not tire themselves by having to notice and understand the inflection of words and verbs because
they study them and when they notice them in use, they fully comprehend them and become able
to apply in different contexts. This saves them a considerable amount of time and effort plus it
affects the accuracy of their learning. A student, should he have to notice and understand all
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these grammatical rules and forms on his own, may get perplexed or make wrong deductions that
could ruin his learning process. This is precisely why grammar should be taught explicitly.
Grammar remains an essential component of second language teaching and learning, as it
provides the rules and structures necessary for effective communication, accuracy, and language
proficiency. While communicative approaches have shifted the focus towards fluency, grammar
instruction is vital for helping learners understand and produce language correctly. An integrated
approach that balances grammar with communicative practices is most effective in developing
well-rounded language skills. Theoretical insights, empirical studies, and pedagogical strategies
all emphasize that grammar is not just a set of rules but a key to mastering a second language and
achieving communicative competence.
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