Exploring the Role of Grammar Instruction in English Language Teaching: Evolving Approaches and Emerging Trends in Modern Instruction
DOI:
https://doi.org/10.17507/jltr.1604.04Keywords:
grammar instruction, English language teaching, technology integration, hybrid approaches, language learningAbstract
This paper explores the evolving role of grammar instruction in English Language Teaching (ELT), examining contemporary trends and methodologies that influence its integration into language classrooms. Focusing on student preferences, the study investigates the effectiveness of both traditional grammar teaching methods and the incorporation of modern, technology-enhanced approaches. Through an analysis of survey data from students across various ELT contexts, the research highlights the continued importance of explicit grammar instruction, while also recognizing the growing appeal of hybrid approaches that combine explicit and implicit learning. The findings emphasize the increasing use of digital tools for grammar practice, showing how technology can support autonomous learning and provide personalized feedback. The paper argues for a balanced approach to grammar teaching, combining structured, rule-based instruction with communicative tasks and technological resources. It concludes with recommendations for future research and teaching practices, emphasizing the need for adaptable, student-centered methodologies in grammar instruction to address the diverse needs of modern learners.
References
Anu, R., & Deepa, P. (2025). Diverse Linguistic Portrayals: Analysing Character Dialogue in Chitra Banerjee Divakaruni’s Two Novels, Journal of Language Teaching and Research, 16(1), 61-70.
Auerbach, E. R. (1993). Re-examining English-only in the ESL classroom. TESOL Quarterly, 27(1), 9–32.
Biber, D., Conrad, S., & Reppen, R. (2002). Corpus Linguistics: Investigating Language Structure and Use. Cambridge University Press.
Borg, S. (2003). Teacher cognition in grammar teaching: A review of the research. Language Teaching Research, 7(3), 307-344.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.
Celce-Murcia, M. (2001). Teaching English as a Second or Foreign Language. Heinle & Heinle.
DeKeyser, R. M. (2007). Introduction: Theoretical perspectives on the role of grammar in second language acquisition. In P. Robinson (Ed.), Handbook of Cognitive Linguistics and Second Language Acquisition (pp. 205-225). Routledge.
Ellis, R. (2006). The study of second language acquisition. Oxford University Press.
Flowerdew, J. (2013). Corpus-based approaches to language teaching. In N. Schmitt (Ed.), An Introduction to Applied Linguistics (pp. 177-195). Routledge.
Godwin-Jones, R. (2018). Emerging technologies in the language classroom. Language Learning & Technology, 22(2), 1-7.
Godwin-Jones, R. (2018). Emerging technologies: The impact of digital tools on language teaching. Language Learning & Technology, 22(1), 1-14.
Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Pearson Education.
Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269-293). Penguin.
Ilankumaran, M., & Venugopalan, P. (2012). The Need of English for the Students of Engineering Studies, Research Today, 1(1), 70-78.
Ilankumaran, M., & Abilasha, R. (2018). English Language Teaching: Challenges and Strategies from the Indian Perspective, International Journal of Engineering and Technology, 7(3), 202 – 205.
Ilankumaran, M., & Venugopalan, P. (2012). The Transition of English as a Language for Communication from Gutless Past to Glorious Present, Research Access, 1(1), 31-36.
Jenkins, J. (2006). English as a Lingua Franca: Attitude and Identity. Oxford University Press.
Jones, S. (2019). The integration of technology in grammar instruction: A critical review. TESOL Quarterly, 53(3), 562-579.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford University Press.
Larsen-Freeman, D. (2015). Teaching and learning English grammar: A sociocultural approach. Cambridge University Press.
Mauranen, A. (2012). English as a Lingua Franca: A New Perspective. Cambridge University Press.
McArthur, T. (1992). The Oxford Companion to the English Language. Oxford University Press.
Nassaji, H. (2007). The role of grammar in language teaching: A review of the research and its implications for language teaching. The Modern Language Journal, 91(4), 711-721.
Pienemann, M. (1998). Language processing and second language development: Processability theory. John Benjamins Publishing.
Richards, J. C. (2017). Teaching grammar in second language classrooms. Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158.
Smith, M. (2017). Shifting paradigms in grammar teaching: From rules to usage-based approaches. Journal of Second Language Teaching, 34(2), 124-145.
Stockwell, G. (2012). Computer-Assisted Language Learning: Diversity in Research and Practice. Routledge.
Swan, M. (2005). Practical English Usage. Oxford University Press.
Thornbury, S. (1999). How to teach grammar. Longman.
Thornbury, S. (2018). How to teach grammar. Pearson Education.
Ur, P. (2017). A course in language teaching: Practice and theory. Cambridge University Press.
Vimal, A., & Pillai, S.R. (2024). Decoding Linguistic Dynamics: An Analysis of Chetan Bhagat’s Select Novels, Theory and Practice in Language Studies, 14(10), 3018-3027.
Williams, J. (2020). Teacher perspectives on grammar teaching in the communicative classroom. Applied Linguistics Review, 11(1), 30-50.
Zhang, X. (2018). Exploring student attitudes toward grammar instruction in language learning: A comparative study. ELT Journal, 72(4), 417-429.
