APPROACHES TO TEACHING ENGLISH GRAMMAR IN U.S. UNIVERSITIES

Abstract

The article deals with contemporary approaches to teaching English grammar in U.S. universities in the context of ongoing transformations in higher education and the growing demand for communicative and professionally oriented foreign language training. Grammar instruction is viewed not as an isolated component of language learning, but as an integral part of communicative competence development that supports students’ ability to use language accurately, fluently, and appropriately in academic and professional settings. The study focuses on four widely implemented and theoretically grounded approaches to grammar teaching in U.S. higher education institutions: Communicative Grammar Teaching (CGT), Task-Based Language Teaching (TBLT), inductive and deductive approaches to grammar instruction, and Technology-Enhanced Grammar Teaching.

The article provides a detailed analysis of the theoretical foundations of each approach. Special attention is paid to the pedagogical principles underlying communicative and task-based grammar instruction, which emphasize meaningful interaction, contextualized language use, and learner engagement in problem-solving activities. The inductive and deductive approaches are examined in terms of their cognitive and methodological value, highlighting their relevance for different learning styles, proficiency levels, and instructional goals. The study also explores the role of digital technologies in grammar teaching, including online corpora, mobile applications, and adaptive learning platforms, which contribute to individualized instruction, increased learner autonomy, and formative assessment.

The article argues that effective grammar teaching in U.S. universities is characterized by methodological flexibility, integration of form and meaning, and the purposeful combination of traditional and innovative instructional practices. It is concluded that the balanced use of the analyzed approaches enhances students’ grammatical accuracy, communicative competence, and motivation for learning, and contributes to the overall quality of foreign language education in higher education institutions.