Innovative Strategies for Reducing Grammatical Interference Among 10-11th Grade Students

Abstract

This article examines grammatical interference in teaching English to 10-11th grade students as a form of negative transfer between native and target languages. Grounded in cognitive and philosophical perspectives, it highlights the need to develop grammatical competence in foreign language learning. Using a mixed-method approach, it demonstrates that integrating communicative, cognitive, and contrastive methods effectively reduces interference errors. The findings confirm that targeted pedagogical strategies enhance learners’ accuracy and overall language competence.

Topics

Identifiers

DOI

10.37547/ijp/volume06issue05-07

Citations and references