THE CHALLENGES OF TEACHING GRAMMAR IN LANGUAGE CLASSES

Mamadiyorova Sevara Olimjon qizi; Rahmonqulova Aziza Sherzodovna

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Mamadiyorova Sevara Olimjon qizi ##default.groups.name.author##
Rahmonqulova Aziza Sherzodovna ##default.groups.name.author##

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Grammar instruction, language teaching, abstract grammar concepts,learner engagement, proficiency levels, first language interference, communicative competence, error correction, context-based learning, differentiated instruction, grammar assessment, teaching challenges, technology in language teaching, rule-based learning, interactive grammar activities

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Teaching grammar in language classes is a complex task that poses numerous challenges for educators. These challenges stem from the abstract nature of grammar rules, lack of student engagement, and the diverse proficiency levels within a single classroom. Additional difficulties include learners' transfer errors from their first language, overemphasis on rule memorization over practical use, and the limited time allocated for grammar instruction in many curricula. Furthermore, balancing error correction with encouraging learner confidence and integrating grammar into real-life communicative contexts can be daunting. Technological barriers and the difficulty of accurately assessing grammar skills further complicate the process. This article explores these challenges in depth, offering practical solutions such as differentiated instruction, context-based teaching, and the integration of interactive tools to enhance grammar teaching effectiveness. By addressing these issues, educators can foster a more engaging and functional approach to grammar instruction, improving learner outcomes and communicative competence.

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Mamadiyorova Sevara Olimjon qizi

Samarkand State Institute of Foreign Languages, Faculty of English, Teacher of the Department of English Language History and Grammar
Rahmonqulova Aziza Sherzodovna

Student of Samarkand State Institute of Foreign Languages

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REFERENCES:

1. Borg, S. (2001): Studies on teacher beliefs and how they affect grammar teaching practices, highlighting the need for professional development in this area.

2. Effective Grammar Teaching in TESOL Contexts (2011): Highlights teacher confidence as a critical factor in effective grammar instruction and identifies strategies to improve pedagogical content knowledge.

3. Larsen-Freeman, D. (2001): Teaching Grammar, which discusses different methods and challenges of teaching grammar in ESL/EFL contexts. Found in Teaching English as a Second or Foreign Language (3rd ed.).

4. Lyster, R., & Ranta, L. (1997): Explores the impact of corrective feedback in classrooms and how it supports grammar learning in communicative settings.

5. Mart, Ç. T. (2013): Teaching Grammar in Context: Why and How? This article explores the advantages of teaching grammar integrated with real-life contexts for practical application.

6. Nassaji, H., & Fotos, S. (2011): Teaching Grammar in Second Language Classrooms: Integrating Form-Focused Instruction in Communicative Context. This book provides insights into combining communicative teaching approaches with grammar instruction for more effective learning outcomes.

7. Norris, J. M., & Ortega, L. (2000): A meta-analysis on the effectiveness of second-language instruction, focusing on grammar's role and strategies to address difficulties.

8. Scott, C. M., & Balthazar, C. H. (2010): Discusses challenges for students with language impairments and how these influence grammar instruction.

THE CHALLENGES OF TEACHING GRAMMAR IN LANGUAGE CLASSES