CURRENT TRENDS IN TEACHING ENGLISH THEORETICAL GRAMMAR: COMPARATIVE EDUCATIONAL PRACTICES

Abstract

The article deals with current trends in teaching English theoretical grammar in higher education within the context of digital transformation, globalization of education, and increasing emphasis on learner-centered teaching. The study focuses on innovative pedagogical practices and analyzes their implementation across different educational contexts, including the United States, the United Kingdom, Germany and Ukraine. Teaching theoretical grammar is viewed not as an isolated study of formal grammatical categories, but as an integrated component of linguistic, communicative, analytical, and professional competence development.

The article analyzes six major methodological trends currently shaping grammar teaching in higher education: AI-powered personalization, flipped classroom learning, blended learning and digital integration, inductive and task-based language teaching, multimodal literacy, and gamification. Special attention is paid to the pedagogical potential of artificial intelligence systems, adaptive learning platforms, and intelligent tutoring technologies that provide individualized feedback and support differentiated grammar teaching. The flipped classroom model is examined as a teaching strategy that transfers theoretical input beyond the classroom and creates opportunities for collaborative analytical activities during class sessions.

The study also explores comparative educational practices in different regions. European educational systems demonstrate a strong emphasis on bilingual grammatical comparison and academic linguistic analysis, while American universities prioritize communicative application, learner autonomy, and interdisciplinary integration.

The findings demonstrate that effective teaching of English theoretical grammar is increasingly characterized by methodological flexibility, integration of digital technologies, contextualization of grammar in authentic discourse, and the combination of explicit and implicit teaching techniques. It is concluded that modern grammar teaching practices contribute to the development of grammatical competence, critical thinking, learner autonomy, and professional language awareness in higher education institutions.