STRATEGIES FOR DELIVERING GRAMMAR INSTRUCTION VIA TEXTUAL EXAMINATION

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.