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«TA’LIM SIFATINI OSHIRISHDA TILSHUNOSLIK, XORIJIY
TIL VA ADABIYOTINI O‘QITISHNING ZAMONAVIY
METODIK YONDASHUVLARI: MUAMMOLAR,
IMKONIYATLAR VA YECHIMLAR»

STRATEGIES FOR DELIVERING GRAMMAR INSTRUCTION VIA TEXTUAL

EXAMINATION

Author: Azizova Durdona Avazbek qizi
1
Affiliation: Xalqaro Nordik Universiteti, Chet tillar kafedrasi katta o’qituvchisi
1
DOI: https://doi.org/10.5281/zenodo.15182480

ABSTRACT

This thesis analyzes optimal approaches for delivering grammar instruction through text
examination, accentuating the critical role of context in the learning process. It explores
various teaching strategies, such as the use of authentic materials (e.g., articles, stories,
dialogues) to assist students in recognizing and examining grammatical elements in real-life
situations. The research emphasizes the advantages of both explicit and inductive teaching
approaches, in addition to differentiated instruction, to cater to the varied proficiency levels
of learners. Furthermore, it takes into account the influence of students' native languages on
their grasp of grammar and suggests strategies to close linguistic gaps. Utilizing reading for
grammatical analysis while concentrating on grammatical aspects like tenses and
contractions, this method facilitates deeper understanding and the development of critical
thinking skills. Ultimately, the paper champions a well-structured, dynamic approach to
grammar instruction, highlighting the importance of integrating form, meaning, and
context to improve students' communication skills and their ability to engage with complex
texts.

Keywords: Grammar instruction, textual examination, authentic materials, explicit teaching,
inductive methodologies, first language, critical thinking, language focus, context.

Instructing grammar is invariably essential for all learners to commence their
engagement with the language through grammatical competencies. Effective
pedagogical approaches encompass the utilization of stimulating texts that
underscore grammatical constructs while incentivizing students to detect and
scrutinize these elements within their contextual framework. Various methodologies
exist for the pedagogy of grammar, with contextual instruction being one of the
paramount strategies. By integrating authentic materials such as articles, narratives,
and dialogues, educators can cultivate a rich educational environment that
promotes both comprehension and the practical application of grammatical
principles in authentic scenarios. This methodology not only augments students'
understanding of grammatical concepts but also enhances their confidence in
employing the language adeptly during communicative interactions. Alternative
strategies for grammar instruction encompass explicit teaching, wherein rules are
distinctly articulated and practiced through targeted exercises, alongside inductive
methodologies that empower learners to discern grammatical patterns
independently (Kanda & Beglar, 2004). Each of these approaches offers unique
benefits, allowing educators to tailor their instruction to meet the diverse needs of
students and foster a deeper engagement with the language learning process. 244

II SHO‘BA:

Xorijiy tillarni o‘qitishda innovatsion taʼlim texnologiyalari

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