THEORETICAL AND METHODOLOGICAL FOUNDATIONS FOR DEVELOPING THE GRAMMATICAL COMPETENCE OF ENGLISH PHILOLOGY STUDENTS FROM B1 TO B2 LEVEL

This article analyzes the theoretical and methodological foundations of developing the grammatical competence of English philology students from the B1 to the B2 level. The study explores the essence of grammatical competence, the grammatical indicators of B1 and B2 levels within the CEFR (Common European Framework of Reference for Languages), and the teaching strategies applied at these stages. The paper scientifically substantiates the effectiveness of modern teaching approaches—communicative, cognitive, inductive, and interactive methods—in teaching English grammar. Furthermore, methodological recommendations are developed to form students’ grammatical thinking by integrating theoretical knowledge with practical exercises during the transition from B1 to B2 levels.