Typology of Exercises and Tasks for Forming Grammatical Competence in English
Abstract
Grammatical competence plays a central role in the process of learning a foreign language, particularly in the development of accurate and meaningful communication. This article examines the typology of exercises and tasks that contribute to the effective formation of grammatical competence in English language teaching. The study discusses theoretical foundations of grammar instruction, the role of communicative methodology, and the integration of cognitive and interactive strategies in the learning process. Particular attention is given to the classification of grammatical exercises such as reproductive, transformational, substitution, and communicative tasks. The paper also analyzes methodological principles that support the transition from theoretical knowledge of grammar rules to their practical application in speech. Various examples of classroom activities are presented to demonstrate how grammar instruction can be integrated into meaningful communicative contexts. The findings emphasize that a balanced system of exercises contributes to the development of students’ grammatical accuracy, fluency, and overall linguistic competence.