Teaching approaches for Applied grammar in Second language acquisition

Teaching approaches for Applied grammar in Second language acquisition

Amina Sadiq

M.Phil. Scholar, Department of English NUML, Multan, Punjab, Pakistan

Abstract

According to Beverly (2007), "grammar is the intricate blueprint of language" because it

"includes the harmonious interplay of sounds, words, and meanings" (p. 1). It's the map that

helps those who speak the same language navigate the huge world of interpersonal

communication. An innate command of grammar goes far beyond the ability to understand the

language for native English speakers. These people have an instinctive understanding of the

many facets of English grammar, from phonology and semantics to morphology and syntax.

Their command of the language is evidenced by the fact that they can create complex phrases

with ease and accuracy (Beverly, 2007).

In the midst of this linguistic cacophony, this paper sets out to investigate the many ways in

which grammar influences discourse. It looks into the rich web of sounds, structures, and

meanings that drive language, uncovering the delicate dance that occurs when individuals
Teaching approaches for Applied grammar in Second language acquisition

harmonize within the shared grammar of their language. The paper lays forth the narrative of

the current difficulties within Pakistan's educational system. The complex fabric of language is

examined, as is the current educational climate. The smooth transmission of grammatical

knowledge is complicated by these barriers, which range from shortages of resources to

differences in educational architecture. As the paper successfully negotiates the subtle confines

of language as they pertain to writing enhancement. It moves beyond the commonplace belief in

language as a panacea by recognizing its importance while shedding light on the ways in which

an excessive focus on grammar can stifle the development of original thought. The focus of the

paper is on the educators who are the gatekeepers of linguistic knowledge. The study aims to

gain insight from their viewpoints, dissecting the pedagogical complexities that inform their

approach to grammar instruction within Pakistan's varied educational system. Hence the

research elevates the perspectives of the students whose educational journey spans the terrain of

language instruction in Pakistan. It captures their viewpoints, goals, and obstacles, providing a

vivid tableau of how grammar weaves into the fabric of their language journey. In summary, this

paper sets out on a linguistic journey, untangling the complexities of the role of grammar in

education, its limitations, pedagogical viewpoints, and the student experience, all of which form

part of the fascinating mosaic that is language learning.

Keywords; Grammar, language, communication, educational methods, pedagogical perspectives

, educational challenges, language education

Teaching approaches for Applied grammar in Second language acquisition

Introduction

The teaching of applied grammar is a cornerstone for linguistic competence and meaningful

communication in the ever-changing context of second language acquisition. How students learn,

retain, and use the complex principles controlling language structure is profoundly influenced by

the teaching approaches used in this field. Teachers must master a wide range of methodologies,

from the tried-and-true like grammar-translation to the innovative like communicative language

teaching (CLT) and task-based language teaching (TBLT). In this article, we'll look into several

different pedagogical strategies, each of which can help students better apply what they learn

about grammar in real-world settings. As we set out on this adventure, we will break down and

analyze the unique characteristics of these approaches, illuminating their potential to equip

students with a strong grasp of applied grammar as they pursue second language goals.

The goal of grammar, as outlined by Azar (2007), is to "help students discover the nature of

language, i.e., that language consists of predictable patterns that make what we say, read, hear,

and write intelligible" (p. 3). Azar is correct in saying that without grammar, human beings

would be limited to using single words, sounds, images, and body language to convey ideas. And

good training in grammar can help students put that knowledge to work in their own writing.

Through the connection from oral language into written language, teachers can explain complex

grammatical terms to help pupils write and read with improved fluency and confidence. Calkins

(1980) argued that using students' writing as a basis for teaching grammatical principles was the

most effective strategy to increase students' mastery of grammar in writing. In addition, studies
Teaching approaches for Applied grammar in Second language acquisition

have shown that introducing these concepts within the context of writing is more beneficial than

providing students with a disorganized introduction to these concepts. Grammar lessons taught

independently of writing workshops did not improve students' writing skills, as found by

Hillocks (1986). Weaver (1998) presented a similar method in his own study of educating future

writers about grammar. Weaver went on to list five grammatical ideas that help pupils

demonstrate growth in areas like sentence restructuring, vocabulary acquisition, and

contextualization. Here is a rundown of the five grammatical concepts: (referenced in Beverly,

2007, p.1: instructing students in the fundamentals of editing, including subject, verb, sentence,

clause, phrase, and associated ideas. Method of instruction based on combining and producing

sentences. Third, using the manipulation of syntactic elements to teach sentence meaning.

Fourth, instruct students in both the dialects of power and the power of dialects.5. Instructing

students in proper punctuation and mechanics to enhance readability and presentation. Instead of

cramming every grammatical notion into every student's head, teachers should zero in on the

ones that are most crucial to students' ability to communicate effectively, and they should be

more attuned to their students' needs in order to deliver meaningful exercises that will actually

benefit them. When teaching a foreign language, grammar is crucial, especially for helping

students become better writers.

1.1 Current educational problems in Pakistan

Learning applied grammar in second language acquisition is difficult for students in Pakistan for

a number of reasons. Among the difficulties are:

Teaching approaches for Applied grammar in Second language acquisition

One of the biggest barriers to learning English is a lack of exposure to it in contexts outside of

school. The development of applied grammar abilities may be hampered by a lack of

opportunity to practice English in authentic contexts.

Second, Inadequate Resources: Students may struggle to learn and practice principles of applied

grammar due to a lack of high-quality learning resources such as textbooks and multimedia

materials.

Thirdly, Teacher Competence: Different teachers of English may have different levels of

expertise, which could lead to inconsistent instruction of applied grammar. It could be difficult

for some educators to express intricate grammatical ideas to their students.

Traditional teaching techniques that place more value on memorizing grammatical rules than

understanding them can hinder students' ability to use those rules in a variety of settings.

Cultural and Linguistic Differences: There can be difficulties when students' native languages

have different grammar and syntax from English. It's possible that mistakes will be made while

attempting to apply grammar rules from one language to another.

Large Class Sizes: It might be challenging to meet the individual needs of each student in a

large class, especially when it comes to mastering applied grammar.

Students don't get enough practice communicating in English, which can make it harder for

them to put what they've learned into practice in real-world contexts.

Assessing students' proficiency with applied grammar in conversational contexts can be difficult

if tests and quizzes place more emphasis on rote memorization than on real-world application.
Teaching approaches for Applied grammar in Second language acquisition

Technological Divide: If pupils don't have equal access to computers and the internet, they can

miss out on multimedia and interactive materials that would help them learn about and practice

applying grammar.

Tendencies in Public Opinion Regarding the English Language: Public opinion about ESL can

have an effect on how much effort is put into learning it. The motivation to study applied

grammar may suffer if students do not believe that proficiency in English is crucial to their

future success.

A multifaceted strategy that prioritizes the creation of an environment that fosters consistent and

practical application of grammar principles in real-world contexts is necessary to effectively

address these problems.

Research Questions

1) How can we help students better apply what they've learned in the classroom to real-world

situations through the use of role-play and simulation activities?

2) How can we improve the grammar learning in second language acquisition?

2. Literature Review

The teaching of English and the acquisition of English language skills are given high priority in

Taiwan's educational system. However, there have been a lot of problems that have come up in

the field of education, and some of these problems include the translation of conventional

grammar, the primacy of the instructor, and the emphasis on competitiveness and individualism.
Teaching approaches for Applied grammar in Second language acquisition

Because of these problems, students in Taiwan lacked enthusiasm for learning English (Yeh,

2004). (GTM) stands for "using grammar to translate." According to Yeh (2004), a variety of

educational challenges are having a negative effect on the pupils of Taiwan in terms of their

linguistic abilities. To begin, the Grammar Translation Method (GTM), which has been around

for a long time, is still used in the majority of English lessons in Taiwan. The majority of

teachers of foreign languages prioritised teaching their students how to define terminology and

translate texts. A large number of pupils' comprehension of the English language is limited

entirely to the mechanical memorization of English grammar and vocabulary rules. Many

students, particularly those who are having difficulty with grammar, get bored studying English

as a result of the repetitive drills and exercises that are performed in the classroom (Yeh, 2004).

To summarise, GTM not only dissuades students from learning grammar, but it also restricts the

students' linguistic potential (Wang, 1999).Second, in the majority of Taiwan's classrooms,

educators play a pivotal role in the academic development of their students. The teacher is the

one who is responsible for doing the majority of the talking in the classroom, while the students

are permitted to do nothing more than sit in silence, passively listen to the teacher's lecture, and

take notes to help them remember the key points from the textbook. One unfavourable example

is that the engagement in the classroom during teacher-centred language instruction is restricted

to one-way communication alone. Because the teacher-led learning technique provides students

with few opportunities for interaction with one another, students rarely use the target language

in authentic contexts for the purpose of grammatical communication. As a result, the teacher-led
Teaching approaches for Applied grammar in Second language acquisition

learning method contributes to a language gap. On the other hand, pupils develop an unhealthy

dependence on their professors, viewing them as sources of information or expertise (Chen,

1998). Learning styles include both competition and individualism. Third, kids in Taiwan are

educated in environments that emphasise individualism and healthy competition in the

classroom. Students compete against one another in order to win the attention of the instructor

and to achieve outstanding results in all of their classes, including the area of foreign language

study. The end result is that students in the classroom grow more egocentric, selfish, and self-

centred about their education. The Ministry of Education has recommended a comprehensive

educational reform in order to address the difficulties that were discussed earlier in this article

regarding the educational system. On the other hand, pupils develop an unhealthy dependence

on their professors, viewing them as sources of information or expertise (Chen, 1998). Learning

styles include both competition and individualism. Third, kids in Taiwan are educated in

environments that emphasise individualism and healthy competition in the classroom. Students

compete against one another in order to win the attention of the instructor and to achieve

outstanding results in all of their classes, including the area of foreign language study. The end

result is that students in the classroom grow more egocentric, selfish, and self-centred about

their education. The Ministry of Education (MOE) in Taiwan has suggested a comprehensive

educational reform in order to address the difficulties that were discussed before in this article

regarding the educational system. The Joint College Entrance Exam (also known as the JCEE)

was purportedly terminated by the Ministry of Education in 2002. Instead of the Japan College
Teaching approaches for Applied grammar in Second language acquisition

Admission Examination (JCEE), the College Entrance Examination Centre (CEEC) is now

considered to be the fundamental component of applications for admittance into colleges or

universities. In addition, the Ministry of Education (MOE) in Taiwan established a nine-year

curriculum design for English as a Foreign Language (EFL) education, which included the three

core teaching goals listed below: (For further information, see Chen (2003), page 4). One of the

key objectives is to assist students in the development of solid fundamental communication

skills. 2. to spark the interest of the pupils in the English language among the student body. Goal

number three is to increase kids' sensitivity to different cultures. Students now have access to a

larger variety of educational paths via which they can pursue their educational goals as a direct

result of the significant developments that have recently taken place. The educators who work in

Taiwan's many different educational systems are united by a profound dedication to enhancing

their students' access to and command of the English language. The General English Proficiency

Test (GEPT) is the product of a request made by the Ministry of Education (MOE) to the

Language Training and Testing Centre (LTTC) to develop a valid English test for students to

take. The GEPT evaluates one's level of expertise on a scale that ranges from beginner to

intermediate to advanced to mastery. Although the emphasis will be placed on writing

compositions, other skills such as listening and speaking will also be evaluated. Students are not

allowed to take the oral exam if they did not achieve a passing grade on both the composition

writing test and the grammar test administered during the same school year. In an effort to

improve students' writing abilities and their performance on the GEPT, the Ministry of
Teaching approaches for Applied grammar in Second language acquisition

Education (MOE) in Taiwan places a significant focus on grammatical training in the classroom.

The Strict Enforcement of Grammar in Order to Improve Writing According to Noguchi, R. R.

(1991, page 4), the failure of grammar education can most likely be attributed to one of two

possible causes. 1. Students do not fully study formal grammar because either it is uninteresting

or it is difficult to understand. Second, although you may have mastered formal language in a

classroom context, that does not necessarily mean that it will come over in your writing. Third,

even if you are an expert in formal grammar, using that knowledge in a writing environment

won't help you very much. There are three reasons, in Noguchi's opinion, why classical

grammar education is so effective at helping pupils improve their writing. To begin, students

might not acquire formal grammar "because of a lack of interest or because of the difficulty of

the subject matter itself" (p. 4). Alternatively, the subject matter might be too difficult for them.

The second hypothesis states that "students fail to apply that knowledge to relevant writing

situations because they are neglectful" (p. This explanation is based on the idea that students are

careless. The third probable explanation is that "students fail to apply the knowledge because

that knowledge is irrelevant to writing situations" (page 4). The failure of formal grammar

education to improve students' writing may be attributable to a number of other factors as well,

but these three stand out as particularly relevant explanations. It is the head of the Students in

Pakistan struggle with using correct English grammar, which is a challenge they encounter. This

is one of the most significant issues. There is no question that the grammar of English and Urdu

is very different from one another. The examination will include writing of some kind. We won't
Teaching approaches for Applied grammar in Second language acquisition

be able to have a firm grasp on specific languages until we understand the appropriate grammar

of each language. Students consistently run into a wide variety of challenges during their

academic careers. It's a well-known fact that mastering any standard language requires a wide

range of linguistic skills. The act of writing demands a significant amount of focus. A great

number of researchers put in the effort to identify the writing issues and challenges. The

findings of their research are quite beneficial in resolving the issues with writing. In September

2012, Anser Mermood and Dr. Mummuna Ghani carried out a study project in which they

discovered the factors that determine the ability to know a language.According to the findings of

a study that was carried out on the topic of language acquisition by a different researcher, the

process of writing can be broken down into six stages: Determining the subject matter, taking

into account the readers, editing, proofreading, and amending the work (Edwin and Grundy,

1996); nonetheless, this method had overlooked the selection.In addition to that, it did not take

into account the discrimination regarding the method of writing.The Crucial Function of English

in PakistanSince the country's independence, English has served as Pakistan's official language.

The first Quaid-e-Azam, Mohammad Ali Jinnah, placed a significant emphasis on the English

language during the inaugural educational conference.Despite the fact that he designated Urdu

to be the official language of the country, he never discounted the significance of English. As an

international language, English is the language most commonly used for communication

between different nations around the world. It is used in academic settings throughout Pakistan,

including universities, schools, and institutions. Both the government and the armed forces use
Teaching approaches for Applied grammar in Second language acquisition

it as their official language. In each and every aspect of life, it plays a very significant part.

Newspapers, newscasting, and the information technology industry almost universally use

English as their primary language.In order for us to make headway in the realm of science, we

need to not only read scientific texts but also participate in more recent research projects. The

English language is utilised in the pursuit of all of these goals, including scientific study,

pharmaceutical research, foreign policy, website development, and the education

system.Significant Obstacles to Overcome Students who are learning English as a second

language confront a variety of challenges in this process. Students frequently make a variety of

errors in the writing assignments they hand in. The right use of verbs, the use of conditional

phrases, a lack of vocabulary, the use of the past tense, spelling difficulties, and punctuation

marks are some of the grammatical challenges they experience. There are a number of factors

that contribute to these issues, the most significant of which are a lack of experienced teachers, a

deficient educational system and evaluation system, an unfavourable school environment, an

unfavourable attitude towards writing, the size of the class, the use of Urdu as well as the

student's mother tongue in the classroom, and insufficient practice of grammar.

3. Methodology

The study employed a qualitative research methodology, incorporating qualitative methodologies

to obtain complete insights into enhancing grammar learning in second language acquisition.

Participants: • A wide variety of language students, teachers, and experts shared their opinions.

To ensure that people of all ages, language abilities, and educational backgrounds were included.
Teaching approaches for Applied grammar in Second language acquisition

The purpose of this discussion guide is to elicit and explore participants' perspectives on their

own second language grammar learning experiences. Change your approach and ask more

questions based on what you learn from the responses you receive from your participants.

4. Data Collection

Students from all English Department semesters at NUML University were invited to participate

in the discussion. The time frame during which data was gathered is less than one day.

To study or teach grammar in a second language, what methods have you found most useful?

To what extent do you notice any distinctive procedures?

Technology amalgamation: When learning a language, how do you now use technology to aid in

your studies?

To what extent do you use technology to help you learn or teach a foreign language?

Examining Difficulties: Problems Identified;

What are some of the difficulties you've encountered while either studying or instructing second

language grammar?

Is there a certain section of grammar that students have the hardest time with?

Suggested Solutions:

• In your opinion, what options or approaches might resolve the issues raised?

Have you attempted any particularly original strategies for dealing with these difficulties?

Methods of Instruction:
Teaching approaches for Applied grammar in Second language acquisition

How do you study grammar best? What methods of instruction do you find most useful?

• Do you think particular tactics work better for specific language proficiency levels?

New Techniques:

I'm curious whether you've heard of or tried any fresh approaches to grammar instruction.

How do these novel approaches improve the classroom setting?

Use Technology in the Classroom

• How do you use technology in the classroom? In your opinion, has modern technology

improved the way you learned grammar?

Tendencies in Technology:

How difficult have you found it to incorporate technology into grammar instruction? When

problems arise, how do you deal with them?

Interaction with Peers: Working with Others:

• Do you think that working with others to learn grammar is effective?

• How might collaborative learning environments be effectively developed in language

classrooms?

Future Prospects: Wanted Alterations to Grammar Lesson

What would you like to see changed or improved in grammar lessons geared towards second

language learners?

What suggestions do you have for teachers who want to improve their students' grammatical

knowledge in the classroom?

Teaching approaches for Applied grammar in Second language acquisition

5. Data Analysis / Findings

Students who are working on their second language acquisition face a wide variety of challenges

when they study applied grammar. Language learners face challenges that are typically varied

and nuanced, and the sum total of these challenges has a significant impact on the learning

experience. When it comes to reaching their children with sophisticated grammatical instruction,

teachers, on the other hand, are up against a challenging situation. In the context of acquiring a

second language, working with applied grammar can present a number of challenging issues for

both students and teachers, so let's embark on an exciting journey and investigate these issues in

depth. When it comes to acquiring an understanding of applied grammar, students face a number

of challenges.

The Difficulty of Following All of the Grammar Rules;

Students face a significant challenge in overcoming this barrier because of the complex nature of

grammatical rules. It may be challenging to comprehend and make sense of the text because of

the complicated syntax, phrase structure, and grammatical issues. Students have difficulty with

sentence analysis, making sophisticated grammatical distinctions, and applying rules in a variety

of different language contexts. The approach is to employ instructional strategies that break

complicated rules down into more manageable components. Students will benefit from having a

better understanding of abstract concepts when real-world applications are used.

Lack of relevant contextual knowledge;

Teaching approaches for Applied grammar in Second language acquisition

It is challenging enough for students to learn grammatical concepts by heart, but they frequently

struggle to understand language when it is used in context. Their failure to understand when and

how to use particular structures in practical communication scenarios makes it difficult for them

to incorporate grammatical notions into their natural speech. This, in turn, makes it difficult for

them to communicate effectively. The approach is to incorporate exercises and examples that

highlight the significance of language in circumstances that are taken from the actual world.

encouraging youngsters to use language in contexts that are taken from their everyday lives.

Lessening one's chances to listen to native speakers: The insufficient exposure of students to

language use in real-world contexts is a key barrier to the acquisition of good grammar. It's

possible that classroom settings don't always accurately represent the diversity of linguistic

situations, which can make it difficult for students to apply grammar rules to a variety of

scenarios.

The solution consists of presenting examples from real-world documents, movies, and works of

literature that show grammatical usage in context. fostering increased interaction with native

speakers of various languages by supporting language immersion initiatives. Always rely on your

memory over your practice. It's easy to get caught up in the trap of learning concepts by rote

without giving any thought to how those concepts could be used in the actual world. Students

sometimes have difficulty when they are required to apply the rules of grammar on the fly in

everyday interactions, despite the fact that they may understand the rules of grammar in theory.

Solution: Put more emphasis on hands-on, real-world experience rather than just academic
Teaching approaches for Applied grammar in Second language acquisition

learning. incorporating hands-on, interactive activities that require students to actually apply

grammar.

The principle of "guilt by association"

The fear that students will use incorrect grammar can dampen their enthusiasm for discovering

new facets of language, which can have a negative impact on their learning. This anxiety stifles

their ability to learn via trial and error, making it more difficult for them to become fluent in the

use of grammar and to feel confident doing so. The approach is to make the classroom a secure

environment in which students are not afraid to take risks and in which their setbacks are viewed

as learning opportunities for the class as a whole. The curriculum is designed to include activities

and exercises that normalize the process of correcting errors.

Balancing Rule presentation and practical application:

The challenge of striking the correct balance between an in-depth teaching of grammatical

principles and sufficient opportunities to practice those ideas will always be one that faces

educators. Because the structures of grammar are so complicated, teachers need a strategy to help

students learn them and use them in meaningful ways after they have done so.

Solution;

The solution is to devise educational activities that incorporate both academic theory and

practical experience. planning activities that flow smoothly from the explanation of the rules to

their actual application.

Diverse Student proficiency levels;

Teaching approaches for Applied grammar in Second language acquisition

Instruction that is adapted to the needs and abilities of individual students The teaching process is

hampered when there is heterogeneity in the degrees of language proficiency present within a

single classroom. To accommodate the needs of pupils whose levels of language proficiency

range widely, teachers need to employ a wide variety of instructional strategies.

Solution; The solution is to utilize a number of ways that can be altered to meet the demands of

students who have varied levels of knowledge and expertise. Using a variety of approaches is the

solution. include supplemental materials or demanding activities designed specifically for pupils

who have already mastered the fundamentals.

Limited supply of materials;

Unfortunately, educators regularly run into challenges when trying to acquire resources that are

both relevant and diverse for use in their classes. It may be difficult for grammar teachers to find

materials that appeal to their students' different learning styles and areas of interest because there

is a shortage of such products.

Solution; The solution is to advocate for increased financing for language learning courses.

enhancing more traditional teaching practices by utilizing digital teaching tools and materials

that are freely available to the public.

Eliminating Students' Concerns about Grammar in the Classroom:

Some students enter school with the preconceived assumption that learning proper language is

tedious and difficult to accomplish. In order to overcome students' aversion to grammar, teachers

need to make the subject more engaging and approachable.

Teaching approaches for Applied grammar in Second language acquisition

Solution; The solution is to make learning grammar more engaging by adopting activities that

are interactive and based on games. putting an emphasis on the practical use of grammar in

ordinary communication.

Integrating Technology in an Efficient Manner

Although there is a lot of promise for technology to be used as a teaching aid, it can be

challenging to implement it in grammar classes successfully. Access obstacles, technological

literacy, and the appropriate integration of digital resources into lesson plans are just a few

examples of the many issues that need to be handled.

Solution; The solution is to provide professional development opportunities for educators so that

they can improve their level of technological expertise. Making informed decisions about which

technological tools would most effectively promote studying grammar without distracting from

other more essential educational aims is a wise educational move.

Time Restriction

The limited amount of time that teachers have to spend on language instruction presents a

serious challenge for them. It is necessary to plan thoroughly in advance in order to thoroughly

cover grammar concerns and give suitable opportunity for practice within constrained time

periods.

Solution; The solution to this problem is to place more of an emphasis on those features of

grammar that are considered to be the most significant, as well as how those aspects might be

employed in real-world contexts. enhancing the effectiveness of the learning process by

Teaching approaches for Applied grammar in Second language acquisition

combining the study of grammar with that of other language skills. To begin conquering these

challenges, the first thing you need to do is get a solid understanding of the nature of the

situation at hand. It is possible to approach the challenging topic of applied grammar in the

process of learning a second language in a more all-encompassing manner, which is useful not

only for students but also for teachers. It is possible to make the process of learning applied

grammar more enriching and powerful by utilizing creative teaching tactics, advocating for

additional resources, and cultivating a welcoming environment inside the classroom.

6.Conclusion

Students in the English Department at NUML University have the challenge of traversing a

complex environment when it comes to the study of applied grammar. This challenge arises as a

result of the ever-changing nature of the field of second language acquisition. This path is

fraught with a variety of obstacles, all of which have an effect on the overall proficiency of

language students learning a tongue that is not their mother tongue. As these students dive deeper

into the complicated realm of grammatical rules, they come face to face with complexity that

goes beyond the realm of theoretical comprehension and reaches into the realm of the actual

application of these principles in circumstances that are taken from everyday life.

The intrinsic intricacy of grammatical rules presents students with one of the most significant

hurdles they must overcome. The intricacy of the syntax, the phrase structure, and the nuances of

the grammatical concerns can often be intimidating. The learning process becomes a challenging

endeavour when pupils are required to perform complex tasks such as analysing sentences,
Teaching approaches for Applied grammar in Second language acquisition

making nuanced grammatical distinctions, and applying rules in a variety of diverse language

settings. Implementing instructional tactics that simplify these difficult regulations into more

manageable components is the approach that needs to be taken in order to surmount this obstacle

successfully. Students are able to obtain a better comprehension of abstract concepts when they

are used in practical circumstances, thanks to the use of real-world applications, which serve as a

bridge between the two worlds.

The absence of relevant contextual knowledge presents yet another important obstacle to

overcome. Although students might be able to memorise grammatical concepts, they frequently

struggle when it comes to applying such concepts in appropriate contexts. The seamless

absorption of grammatical concepts into natural speech is hindered by the inability to

comprehend when and how to apply particular structures in real communication contexts. The

approach is to incorporate activities and examples that show the real-world value of language.

This will build an understanding that goes beyond rote memory and will provide a foundation for

further learning.

In addition, students have a limited opportunity to interact with native speakers, which hinders

their capacity to apply grammar principles to a variety of linguistic contexts. Classroom

environments don't always do a good job of correctly reflecting the wide diversity of linguistic

contexts that students may encounter outside of school. The solution consists of presenting

examples taken from real-world documents, movies, and literature in order to demonstrate proper

grammar usage in its appropriate setting. Students are given a broader exposure to a variety of
Teaching approaches for Applied grammar in Second language acquisition

linguistic contexts when language immersion programmes are utilised. This type of programme

encourages increased interaction between students and native speakers.

Students often have a difficult time applying their theoretical understanding of grammatical ideas

to real-world situations because they place too much emphasis on rote memorization as a means

of learning grammar. To remedy this issue, classroom instruction should place a greater emphasis

on hands-on, interactive activities that challenge students to use their grammatical knowledge in

real-world contexts. Students are able to bridge the gap between theoretical knowledge and

practical application when they go beyond academic learning and are encouraged to apply what

they have learned in the real world.

The fear of making grammatical errors, often known as "guilt by association," can be a

substantial barrier to one's progress in language acquisition. Students' passion for experimenting

and learning through trial and error is stifled because of their concern that they might use

improper grammar. It is essential to provide a setting in the classroom in which students can feel

safe enough to experiment and see failures as opportunities to grow as learners. A constructive

learning environment can be fostered through the development of curricula that incorporate

activities that make the process of error correction feel more natural.

Educators are constantly faced with the difficulty of finding a happy medium between the

theoretical presentation of concepts and their actual implementation. Careful planning is required

in order to achieve the optimal balance between the comprehensive instruction of grammatical

concepts and the provision of a large number of opportunities for their practical application.
Teaching approaches for Applied grammar in Second language acquisition

Students will benefit from having access to instructional activities that provide a smooth

transition from the explanation of rules to their practical application. This will ensure that

students have an all-encompassing learning experience.

The fact that different students in the same class have varying levels of mastery of the material

adds another layer of complexity. The training must be modified so that it caters to the varied

capabilities and requirements of each individual student. It is very necessary to use a number of

various teaching approaches, each of which can be modified to accommodate the needs of pupils

possessing varying degrees of knowledge and experience. A more inclusive learning environment

is one that includes supplemental resources and challenging activities geared towards students

who have already grasped the essentials of the subject matter being taught.

In addition to this obstacle, educators are faced with the difficulty of a restricted quantity of

materials that are pertinent. The search for resources that accommodate a wide variety of

learning styles and areas of interest proves to be a challenge. The solution is to advocate for

additional funding for language learning courses and to enhance traditional teaching practices by

incorporating freely available digital teaching tools and resources into the curriculum. This will

allow for an improvement in traditional teaching practices.

Teachers face their own unique set of hurdles at the same time that pupils are attempting to

overcome similar issues. The students' preconceived animosity against grammar as a subject that

is tiresome and difficult presents a big hurdle. The implementation of interactive activities and
Teaching approaches for Applied grammar in Second language acquisition

games that place an emphasis on the subject's practical application in day-to-day communication

is a vital component of the solution. This will make the topic more interesting and approachable.

Another challenge that teachers have is figuring out how to successfully incorporate technology

into grammar lessons. It is vital to solve access problems, improve technology literacy, and

integrate digital resources into lesson plans in a smooth manner. The provision of chances for

educators to participate in professional development assures an increased level of technological

expertise, which makes it easier for educators to make informed judgements regarding the

integration of technology to help the learning of grammar.

Teachers are faced with a formidable obstacle in the form of time constraints. Because of the

restricted amount of time available for language education, careful planning is required in order

to address grammatical issues and give appropriate chances for practice within the constraints of

the available time. It is possible to make better use of one's available time by prioritizing the

study of significant components of grammar, placing an emphasis on real-world applications,

and integrating the study of grammar with the study of other language abilities.

It is necessary to take a holistic approach in order to adequately address all of these difficulties.

Students and faculty members alike can have a role in the development of a more stimulating and

effective educational setting by embracing innovative instructional strategies, lobbying for

greater resources, and building a supportive climate within the classroom. The journey of

learning applied grammar in the context of second language acquisition at NUML University
Teaching approaches for Applied grammar in Second language acquisition

becomes not only more interesting but also more empowering when these hurdles are

acknowledged and overcome.

References

Now, Hans. 2) Reimagining the Dutch language: Transforming its linguistic structure.

S. Borg (1999a). The second language's usage of grammatical terminology

S. Borg (1999b). Theories used by teachers to teach grammar. 53 (3) ELT Journal: 157–167. As

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George Brindley (1984). The Adult Migrant Education Program's Needs Analysis and Goal

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Etherington, S. and J. Burgess (2002). Pay attention to the grammatical form—implicit or

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Manion, L. C. and Cohen, L. (1994). Educational Research Methodologies. New York:

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G. Elkilic and C. Akca (2008). The views of the students in the private primary EFL classroom at

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Kubanek, A., Hall, N., and Shepheard, J. conducted the study in 1991. The Grammar Book

Against Grammar. Longman, London.

As per Kumaravadivelu (1991), B. ELT Journal, 45 (2): 98-107. Language learning tasks:

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Freeman, D. Larsen (2002). The Choice Grammar. In S. Fotos and E. Hinkel (Eds.). Fresh Views

on Teaching Grammar in Second Language Classrooms. Lawrence Erlbaum Associates,

Mahwah, N.J.

I. Leki (1995). Excellent writing: I can tell when I see it. In Academic Writing in a Second

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