TEACHING GRAMMAR THROUGH COMMUNICATION: INTEGRATING FORM AND MEANING IN EFL CLASSROOMS

Abstract

The role of grammar instruction in communicative language teaching has been widely debated in second language pedagogy. While traditional approaches emphasize explicit rule-based instruction, communicative approaches prioritize meaning-focused interaction. This article argues that grammar and communication are complementary rather than contradictory. Drawing on focus-on-form instruction and task-based language teaching, the article examines how grammatical competence can be developed through meaningful communication. It further discusses classroom strategies, benefits, and challenges of communicative grammar instruction, highlighting its potential to enhance both accuracy and fluency in EFL contexts.