How To Teach English Grammar Effectively from The Point of View of Students (Case Study in Georgia)

Abstract Book of the 10th International Academic Conference on Teaching, Learning and Education

Year: 2026

[PDF]

How To Teach English Grammar Effectively from The Point of View of Students (Case Study in Georgia)

Ana Chankvetadze

ABSTRACT:

The acquisition of English grammar remains a persistent and multifaceted challenge for both language learners and teachers. Traditional pedagogical approaches have predominantly emphasized the rote memorization of grammatical rules, a practice that often leads to learner disengagement and restricts the effective transfer of grammatical knowledge to authentic communicative contexts. Consequently, educators frequently encounter difficulties in sustaining learner motivation and fostering a meaningful interest in grammar instruction, which underscores the need for more innovative and pedagogically sound instructional strategies.
In response to these challenges, the present study investigates the effectiveness of student-centered and communicative approaches to English grammar instruction. Emphasis is placed on the alignment of teaching methodologies with diverse learning styles and the promotion of active learner participation. The study further explores the integration of interactive activities, real-world communicative tasks, and personalized learning strategies as means of enhancing learners’ grammatical comprehension and long-term retention. By shifting instructional focus from abstract rule-based explanations to meaningful language use, educators may create a more engaging and effective learning environment.
The primary aim of this research is to identify and evaluate instructional techniques that facilitate a deeper and more functional understanding of English grammar. Ultimately, the study seeks to determine how communicative and learner-centered approaches can enable students to use grammatical structures accurately and confidently across a variety of communicative situations.

Keywords: Communicative context; Disengagement; Interactive activities; Learner-Centered Approach