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A LINGUISTIC ANALYSIS OF THE ROLE OF GRAMMAR IN
LANGUAGE CHANGE
Bahromjonova Begoyim Bahrom qizi
A Student of Chirchik State Pedogogical University
Scientific advisor: Z.A. Umirova
ABSTRACT: This scoping review examines the significance of grammar in
second language teaching and learning. Its primary focus is to synthesize relevant
research and literature on grammar acquisition and to identify effective strategies for
achieving it. Acquiring grammar involves the subconscious acceptance of grammatical
knowledge, which is then utilized in communication. This implicit aspect complicates
research efforts, highlighting the need for more information to enhance our
understanding. Consequently, this review collected and analyzed recent studies from
various databases, including both qualitative and quantitative research. Many
language educators emphasize the importance of pedagogic grammar in second
language acquisition. The review reveals that the study of grammar acquisition is
essential and that further research is necessary to enrich existing knowledge. Such
investigations can lead to improved strategies for facilitating grammar acquisition
among language learners, ultimately enhancing both second language learning and
teaching.
KEYWORDS: Grammar Acquisition, Language, Acquisition, Grammar
Instruction, Second Language Learning, Second Language Teaching.
INTRODUCTION
Language is a complex structure that encompasses various aspects that can be
difficult to understand. According to Filho and Queriquelli (2017), language is
considered a complex system because it consists of four subsystems: Discourse,
Grammar, Lexicon, and Semantics. Grammar, in particular, is a vast topic that has
sparked considerable debate regarding its definition. Eunson (2020) describes grammar
as a set of rules and exceptions that reveal the meaning of a language. This definition
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prompts discussions about the differences between descriptive and prescriptive
grammar. With that being mentioned, many may have been confused about what
grammar is. The acquisition and learning of language are two different things.
According to the synergy between language acquisition and language learning can
develop systematic perspectives externally and internally. Learning a language differs
from acquiring a language. Both are important in enriching people's knowledge about
languages. In an article written by Andrew Nunn in 2016 titled The Importance Of
Language Acquisition, language acquisition averts the mentality of "us vs. them" and
opens more cultural understanding and cultural mindset. In addition, Nassaji (2017)
refers to grammar acquisition when a person acquires the structures and the rules of a
language and when that person can use what he/she acquires in a communicative
context.
RESULTS AND DISCUSSION
Proficient grammar reflects a strong command of a language and contributes to
the enhancement of communication skills over time. This scoping research highlights
the necessity for additional studies on grammar acquisition, as it is often overlooked in
discussions of second language acquisition, whether intentionally or not, due to its
complex nature. Furthermore, further research could identify effective strategies for
improving language acquisition, which is crucial for enhancing teaching methods used
by educators. Although exploring L2 learners' access to Universal Grammar may be
challenging, such studies could deepen our understanding of the relationship between
Universal Grammar and second language acquisition . Ultimately, schools and
language teachers should prioritize second language learning and teaching, as they play
a vital role in helping learners acquire a new language. In the 21st century, it is essential
to embrace more advanced methodologies, as learners continue to evolve and adapt,
necessitating updates to concepts in second language learning and teaching.
The role
and kind of grammar instruction in language acquisition with explicit relevancy EFL
has been the topic of SLA analysis and discussion for many years. However,
descriptive linguistics instruction has been recognized as an essential and inescapable
element of acquisition and use. It is seen as valuable, if not indispensable, in the context
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of EFL teaching and learning. The role of grammar acquisition in foreign language
education might be a controversial one every in second language acquisition analysis
and language pedagogy and, as a result, an attainable provide of confusion to student
lecturers. The teaching of grammar plays a central role in each EFL/ESL teacher's
classroom.
CONCLUSION
The role of grammar in foreign language classrooms is a contentious issue in
second language education. Traditionally, there have been various approaches to
presenting grammar. Historically, grammar has played a central role in language
education, often being the main focus in the classroom. Recently, however, there has
been a shift toward implicit grammar instruction that emphasizes the use of language
for communication. A review of language learning theories and current research has
been conducted to clarify how grammar should be taught. A survey of language
educators revealed a preference for explicit grammar instruction and the use of
authentic materials. Research indicates that both explicit and implicit grammar
instruction have their advantages. To align with the new World-Readiness Standards
set by the American Council on the Teaching of Foreign Languages, language teaching
should highlight the connections between language, communication, and culture.
Teaching grammar in isolation is no longer effective for equipping students with
practical language skills. Therefore, a mixed approach that combines authentic
materials with both explicit and implicit grammar instruction characterizes modern
language teaching and learning in the 21st century.
REFERENCES
1.
Altakhaineh, A. R. M., & Ibrahim, M. K. (2019). The Incidental Acquisition of
English Prepositions by Arabic-Speaking EFL Learners: Evidence From Al Ain
University of Science and Technology. SAGE Open, 9(3), 2158244019861497.
2.
Angelovska, T. (2017). Beyond instructed L2 grammar acquisition: Theoretical
insights and pedagogical considerations about the role of prior language knowledge.
3.
Arksey H, O’Malley L. Scoping studies: Towards a Methodological Framework.
Int J Soc Res Methodol. 2005; 8(1):19–32
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4.
Benati, A. and Schwieter, J (2019). Pedagogical Interventions to L2 Grammar
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