PEDAGOGICAL APPROACHES TO ENGLISH GRAMMAR INSTRUCTION: THEORETICAL FRAMEWORKS AND PRACTICAL IMPLICATIONS

Abstract

Grammar forms the structural foundation of linguistic competence, facilitating coherent communication and enhancing overall language comprehension. While traditional instruction focuses on formal rule acquisition, modern language pedagogy increasingly favours communicative, contextual and technology-driven models. This study evaluates major pedagogical approaches to English grammar instruction, examines their theoretical frameworks and practical implications for language acquisition, and substantiates a model suited to the learning context of Uzbekistan. A comparative literature analysis was conducted, examining key instructional frameworks including Traditional Direct Instruction, Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), Computer-Assisted Language Learning (CALL) and Differentiated Instruction. The corpus of sources covered Anglo-American, Russian and Uzbek methodological scholarship. Traditional methods establish foundational structural knowledge but often lack communicative application. In contrast, CLT and TBLT enhance pragmatic fluency and engagement by embedding grammar in contextual tasks. Digital technology provides dynamic, real-time feedback, while differentiated instruction caters to individual learning styles. The conscious-practical approach developed in Russian and Uzbek methodology makes it possible to link rule explanation with speech activity. Effective grammar pedagogy requires a balanced, integrative approach that synthesizes traditional structural rigour with contemporary communicative, task-based and technological strategies. Adapting instruction to learner needs and to the influence of the mother tongue optimizes both linguistic accuracy and communicative fluency.