STRATEGIES FOR TEACHING GRAMMAR IN ENGLISH: A PEDAGOGICAL PERSPECTIVE
Abstract
The teaching of grammar in English as a second or foreign language has undergone significant theoretical and methodological shifts over the past century. While traditional approaches emphasized explicit rule teaching and form-focused accuracy, contemporary pedagogy increasingly integrates grammar with communication, context, and learner-centered strategies. This article explores major strategies for teaching English grammar, including deductive and inductive instruction, communicative grammar teaching, task-based grammar instruction, consciousness-raising activities, and technology-enhanced approaches. Drawing on the perspectives of key scholars such as Thornbury, Larsen-Freeman, Richards, Ellis, and Krashen, the article discusses the effectiveness of each strategy and highlights the importance of balancing form and meaning. The study concludes that no single method is universally superior; rather, an informed, flexible integration of multiple strategies leads to more effective grammar learning.