Grammatical Skills Research Articles

DEVELOPMENT OF COHERENT SPEECH AND COMMUNICATION CULTURE OF PRIMARY SCHOOL STUDENTS AT THE LESSONS OF THE LANGUAGE AND LITERATURE EDUCATIONAL FIELD

The article investigates the peculiarities of the development of coherent speech and culture of communication of primary school students in the lessons of language and literature educational branch. The competence-based approach to speech and culture of communication, the emphasis shifts from the language-centred concept to the anthropocentric one, when the development of subject-subject learning is emphasised and a linguistic personality is formed, which possesses a set of abilities and properties that allow creating oral and written speech works, adequately understanding texts addressed to communicators, that is, communicating fully and effectively. The most important means of awakening the child’s self-awareness, stimulating his/her spiritual development, according to the national didactic tradition, is teaching the native language, which is the basis of national and cultural self-identification. One of the main methods of work on coherent speech and culture of communication is practical exercises, which are used in phases: the first phase is the task, which should contain a motive for performing a certain speech action/activity, a speech situation) and explanations of what and how the student should do (orally or in writing; independently or in pairs, in a group; in a notebook or on the board); the second phase is a sample of performance; the third phase is the task performance; the fourth phase is control, which can be either teacher’s control, self-control, or students’ mutual control. The exercises aimed at forming orthoepic, pronunciation, accentological and lexical norms, distinguishing intonation in sentences are systematised. Exercises aimed at studying the peculiarities of figurative meaning will be relevant. Grammatical skills are an integral part of all types of speech activity, the formation, improvement and development of which is the main task of teaching. As a result of working with primary school students using a system of exercises to form a culture of speech, not only does the students’ speech culture improve, but also their memory improves, they develop an attentive, thoughtful attitude to language and books, and the level of spelling literacy and interest in Ukrainian language lessons increases.

Heritage language development in Spanish-English-speaking preschoolers: Influences on growth and challenges in the first year of English-only instruction.

This study investigates the changes in the Spanish lexical and grammatical skills of 26 Spanish-English dual language learners during their first year of preschool. We also explore the impact of age, gender, and maternal cultural orientation on children's language outcomes over time. The results show that, despite one year of English-only instruction, the children's Spanish productions became more intelligible, lexically diverse, and grammatical between 3;7 and 4;7. However, Spanish productions were mostly limited to sentence fragments and contained errors in grammatical gender, verb morphology, object clitic pronouns, and prepositions. Girls had an advantage over boys, as attested by the higher lexical diversity, mean length of utterance, and grammaticality of their Spanish productions. Both maternal enculturation and acculturation predicted the grammaticality of children's utterances, suggesting that mothers with high levels of orientation to both Latinx and American culture may be the most successful at promoting Spanish in the United States.

Correction of Grammatical Structure Disorders in Older Preschoolers with Severe Speech Disorders Using Children’s Fiction

Introduction. Currently, one of the most urgent problems of special education is the development of effective approaches to the correction of violations of grammatical structure of speech in older preschool children with severe speech disorders. The leading activity of this age period is play. It allows the formation of all important mental neo-formations. Thisnecessitates the use of game methods in the process of corrective-developmental activities for older preschool children. Objective. To select a set of correctional techniques, including the use of reading children’s fiction, for the correction of grammatical structure disorders in older preschoolers with severe speech disorders. Materials and Methods. To assess the formation of grammatical skills in older preschoolers, we used an adapted “Methodology of Psycholinguistic Research of Oral Speech Disorders in Children” by R. I. Lalaeva and “Comprehensive Educational Program of Preschool Education for Children with Severe Speech Disorders” by N. V. Nishcheva. Results. The experimental study was conducted with the involvement of 10 children (6 boys and 4 girls) of preschool age with the speech therapy conclusion “erased dysarthria” at the age of 5.5 to 6 years, attending kindergarten No. 52 in Taganrog. The results of the study showed that the use of the developed methods and techniques of speech therapy allowed to develop concentration of attention, diligence in classes and to correct the revealed violations of the grammatical structure of speech, which were manifested at the beginning of the work. Discussion. It was revealed that the use of a large number of visual teaching aids, taking into account individual and age-specific features of older preschool children with severe speech disorders allowed to bring the level of development of children’s speech skills closer to the age norm: they built their answers consistently and logically, and also learned to operate independent speech.

Translanguaging pedagogy on the digital stage: exploring Chinese undergraduates’ English grammar learning through DingTalk platform

The internet sphere has become a disruptive platform for education, leading to a reworking of the language instruction scene. This research investigates the intersection of Translanguaging Pedagogy with the dynamic digital platform DingTalk, with the objective of enhancing the English grammar learning experience for Chinese undergraduate students. The goal of this study, which is multilingual context-based, is to investigate the as-yet-unexplored field of using students’ linguistic repertoires in virtual environments. Utilising a mixed-methods methodology, this work incorporates a quasi-experimental design and qualitative investigation to elucidate the complex interaction between Translanguaging Pedagogy and the immersive potential of DingTalk. The study involved a population of 58 Chinese undergraduate students, with qualitative insights further enriched through interviews with 4 participants. The results reveal notable enhancements in English grammatical skills among individuals who participated in the Translanguaging method using DingTalk. These findings underscore the effectiveness of incorporating Mandarin as a cognitive bridge. Qualitative observations shed light on the cognitive and emotional aspects of this new method, unveiling its profound influence on the acquisition of language. The present study aims to alter educational paradigms by illustrating the mutually beneficial connection between pedagogy and technology in the context of improving language acquisition. In light of the global shift towards remote education, this research presents a groundbreaking approach that paves the way for a future characterised by comprehensive and skill-oriented language instruction, fostering inclusivity.

Variability of theory of mind versus pragmatic ability in typical and atypical development

IntroductionNumerous studies have linked deficits in Theory of Mind (ToM) with language problems. We aimed to explore the similarities and differences between children's patterns of performance on a ToM task that requires minimal linguistic skill and a pragmatic inference task that relies on both ToM and language. We assessed variability in pragmatic inference skills and ToM across populations of children (8–14 years) displaying varying cognitive profiles. We further compared the sensitivity of ToM versus pragmatic ability to core language skills, memory and executive functioning (EF). MethodToM was tested using the Social Attribution Task (SAT-MC-II). Pragmatic ability was assessed in an implicature comprehension task. Receptive vocabulary, grammar comprehension, short-term and working memory (STM and WM) capacity and EF were measured using Hungarian adaptations of standard tasks and tests developed by the authors’ lab. In addition to typically developing (TD) children (n = 33), we included children with neurodevelopmental disorders where ToM and/or language abilities are vulnerable: autism spectrum disorder (ASD, n = 26), attention deficit hyperactivity disorder (ADHD, n = 25) and developmental language disorder (DLD, n = 18). ResultsResults revealed a significant but only moderate positive correlation between pragmatic inference and ToM indicating that the two abilities are related but distinct. The ASD group showed impairments in both ToM and pragmatic inference ability but no significant deficit was observed in ADHD or DLD relative to TD children in either skill. However, while SAT-MC-II results were only affected by verbal WM and vocabulary measures, pragmatic performance was associated with STM, verbal WM, EF, grammatical skills and vocabulary. ConclusionOur findings indicate that disentangling the contributions of different cognitive skills to ToM tasks may help clarify the role of ToM in language skills and identify distinct patterns of ToM and pragmatic skills in developmental disorders.

Grammaticality in Writing Skills of L2 English Learners: Challenges in Pakistani Academic Setting

This study examines how second-language English learners' grammar issues differ in rural and urban Pakistani schools. This study is quasi-experimental. The study uses a quantitative approach and SPSS-analyzed writing test samples. The key findings reveal that pupils struggle to understand complicated syntactic structures like qualifiers, adjectives, adverbs, and adjunct and complement categories, even though they understand subject-verb agreement. Lack of resources and poor language education exacerbate these issues in rural areas. Teachers emphasize the need for the government to improve English grammar education and the necessity for custom learning aids to help rural students with their particular issues in grammar and syntax. Teachers also want enhanced professional development to master advanced grammar teaching methods. Students expressed mixed confidence in their grammatical skills since they were unsure how well they comprehended complex grammar principles. To assist students in comprehending and using grammar rules, the study recommends adding more interactive and relevant grammar assignments to courses and using the process-genre technique. The results also demonstrate the need for teachers to continue to study and have support networks to ensure good language sessions. Policy suggestions include equipping schools, especially rural ones, modifying the curriculum, and funding teacher training. This study enhances Pakistani second language learners' academic and employment prospects by identifying grammar issues and providing writing tips. Thus, it expands ESL instruction.

INTEGRATION OF ONLINE LEARNING RESOURCES INTO ENGLISH LANGUAGE TEACHING TO DEVELOP AND IMPROVE GRAMMATICAL SKILLS OF SPEECH ACTIVITY

Background. The integration of online learning resources into English language teaching has great potential for the development and improvement of grammatical skills of speech activity. With the help of modern technology, learners can learn the language more effectively and conveniently by accessing a variety of learning materials, educational games, online courses, etc. This allows them to deepen their knowledge, practice skills and develop vocabulary in an interactive way. With online learning resources, instructors can create interesting assignments and lessons that are personalized to the individual needs of students. This approach enhances learning and helps students reach the desired level of English more quickly. In general, the integration of online learning resources into the educational process is a necessary and modern approach that helps to improve the quality of learning and achieve better results. Purpose. To analyze modern online resources in order to integrate them into English language teaching for the development and improvement of grammatical skills of speech activity. Materials and methods. For research we use such methods as analysis of existing online resources, surveys of students and teachers, as well as observations of the learning process were used for the study. In addition, it is important to take into account the individual characteristics of learners and adapt the approach to them. Results. The results of the study showed that the integration of online learning resources into English language teaching does contribute to the development and improvement of students' grammatical skills of speech activity. Online resources provide an opportunity to access a variety of teaching materials, interactive tasks and tests that help students to better learn grammatical rules and consolidate them in practice. The survey of subject teachers showed the relevance of the research topic and the importance of integrating these methods into the teaching process. In addition, the integration of online learning resources into English language teaching is an effective tool for developing grammar skills and improving learners' speech activities.

Grammatical Skills Development of Bangladeshi Students through Task-Based Language Teaching

The research aims at exploring whether the implementation of Task-Based Language Teaching can improve students’ grammatical skills and will furthermore investigate its feasibility as a teaching approach. A first year class of English Department at Bangladesh Army University of Science and Technology (BAUST) was used and an action research was carried out. Hence, the study targets to use Task-Based Language Teaching (TBLT) in the communicative grammar learning environment using various meaningful reading tasks. The research problem in this research is the poor scores of students’ grammatical mastery observed in the pre-test. The research paper is based on the use of simple present tense. The focus of this study is the use of TBLT which is believed to guide students to experience communicative grammar learning with various meaningful and pragmatic tasks in the grammar class. The research findings revealed improvement of grammar skill for the students that have at least an initial level of grammatical competence, but no difference was detected for the students of no grammar competence, indicating the need for further investigation. Therefore, this research expects to improve not only students’ grammatical mastery but also the need for better classroom condition and overall skill development.

GenAI language corpora in foreign language teaching: advantages and disadvantages

Importance. Corpora have proven itself over the years as an effective tool in foreign language teaching. The current stage of technological development is characterized by the introduction of artificial intelligence technologies into all spheres of society. One of the modern programs based on generative artificial intelligence is ChatGPT, which creates answers based on a huge array of data. The processes underlying the functioning of ChatGPT are similar to corpora technologies, which determines the possibility of using ChatGPT as a language corpus. The purpose of the study is to identify the advantages and disadvantages of ChatGPT when used as a language corpus.Research Methods. In the course of the research, the following theoretical methods were used: the study and analysis of scientific literature on the research topic, generalization and classification of conceptual approaches of scientists. As a result of comparing the corpora technologies and the ChatGPT neural network according to nine main criteria, the advantages and disadvantages of each of the programs were identified and described.Results and Discussion. The comparison of corpora technologies and the ChatGPT neural network according to nine main criteria showed that corpora technologies are the preferred choice in mastering lexical and grammatical skills; ChatGPT is preferable when a teacher is in need for quickly prepared training tasks and when teaching students with a lower level of cognitive abilities and foreign language proficiency.Conclusion. ChatGPT neural network can be used in the process of learning a foreign language as a language corpus. However, the application of the program will not always be advisable, and should depend on the training task. The results of the study can be used to develop methods for teaching aspects of language based on corpus-based artificial intelligence technologies.

La Rana or El Rana : Dual Language Learners' Grammatical Variability in Narrative Retells

Purpose: This longitudinal study investigated the trajectory of Spanish article accuracy in Spanish–English dual language learners (DLLs) from preschool to first grade, addressing the need for longitudinal data on the variability of Spanish grammatical skills in DLLs in English immersion classrooms. Method: Language sample analysis was conducted on 336 Spanish and English narrative retells elicited from 31 Spanish–English DLLs (range: 45–85 months). Growth curve models captured within- and between-individual change in article accuracy from the beginning of preschool to the end of first grade. Results: As a group, DLLs did not exhibit significant positive or negative growth in Spanish article accuracy over time. On average, article accuracy remained stable at 76% from preschool throughout first grade. Participants exhibited significant variability in article accuracy that was partly explained by changes in Spanish proficiency. Spanish article accuracy was lower for DLLs with lower Spanish proficiency indexed by measures from the Spanish language samples, while English proficiency indexed by the English language samples did not affect Spanish article accuracy. Conclusions: These findings suggest that expectations for Spanish grammatical performance in DLLs need to be adjusted to account for the possible impact of not receiving Spanish support in English immersion school settings. DLLs in these instructional programs do not exhibit article accuracy at a level expected for monolingual Spanish speakers. Significant individual differences in both individual status and growth rates of Spanish article accuracy highlight the broad variability in Spanish language skills of DLLs in the United States.

Developing A Flipbook for Introduction to English Grammar Course with Project-Based Learning Approach

This study aimed to create a digital coursebook as a flipbook for the Introduction to English Grammar course using Project-Based Learning (PJBL). Utilizing the ADDIE model, a needs analysis was conducted to gather student preferences on language focus, learning setting, lecturer roles, and flipbook features. The resulting flipbook, consisting of 13 units, was designed to enhance students' grammatical skills for real-world communication and was validated by experts for its quality. The research emphasizes the potential of innovative, student-centered approaches in grammar education. Embedding grammar lessons into real-life scenarios through PJBL helps students recognize the practical applications of grammar and enhances retention and comprehension. The study successfully developed the flipbook in the initial phases of the ADDIE model, with future phases set to evaluate its effectiveness comprehensively. Initial findings provide valuable insights into effective grammar learning, suggesting the need for further research and development of innovative learning materials. The next phase involves piloting the flipbook in classrooms, with iterative refinements based on student feedback and outcomes to ensure it meets educational standards and student needs. This study highlights the importance of incorporating technology in educational resources to foster active learning and improve grammar proficiency among students

Socio-cultural Factors Affecting Reading Comprehension Levels and Demographic-based Grammatical Competence of Higher Education Students

The purpose of this study was to analyze the socio-cultural factors affecting reading comprehension levels of first-year college students from Basilan State College. This study also analyzed their level of grammatical competence. Stratified random sampling was carried out to sample 464 first-year college students from the college. The mixed method allowed the gathering of quantitative and qualitative data from the participants. While the students generally demonstrated good reading comprehension skills, with an overall competent average score, noticeable individual differences suggested the need for designed support to aid their further development. Conversely, the students displayed a low level of grammatical competence, categorized as limited users, indicating a substantial area requiring educational intervention to enhance their grammatical skills. Notably, education and health sciences students had significantly higher levels of reading comprehension compared to other first-year students. most students believed that factors such as knowledge and attitude directly influenced their reading comprehension levels, with some attributing it to socio-economic status, experience, and hobbies. This study calls for the implementation of strategies that consider the demographics of the students as well as their learning characteristics where educators could effectively assist students in their academic growth and enhance their proficiency in reading and language skill.

Relative Effectiveness Of Reading Activities In The Pakistani ESL Context

The quality of reading determines the quality of both content and language learning. Reading plays a key role in developing advanced grammatical skill and academic vocabulary necessary for creating written discourse and thus raising learners’ level of language proficiency. However, a substantial body of ESL college learners in Pakistan are reported to be struggling for attaining a satisfactory level in reading proficiency. Notably, the scrutiny of underachievement reveals that indiscriminate insistence on GTM and consequent failure to actively engage learners for cognitive development are included in major issues. For addressing these problems, a promising alternative is suggested in Task-Based Learning (activities-based learning). A 40-minute task-based class, 3 days a week, was run for four weeks. The sample comprised 111 students of Intermediate Level. The researcher-created videos on reading activities uploaded on his YouTube channel were watched by the learners.[1] Listening to the recorded lecture was followed by a set of activities in which the participants were engaged before they showed their work in the physical classroom. Subsequently, relative effectiveness of ten prevalent reading activities was studied through written tests. Quantitative data analysis was made by SPSS. Furthermore, qualitative data collected through interviews were analyzed by inductive approach thematic analysis. Mathematical nature of activities, such as Main Idea Formula, Students Created Quizzes & Tests and Cause & Effect Grid made them relatively more effective.

Evaluation of Indonesian to English Translation at the Undergraduate Level Using Componential Assessment

Background. The ability to translate is a crucial skill for EFL students and helps overcome language barriers. This study investigates the improvement of translation skills at Universitas Indraprasta PGRI and explains the types of componential assessment (skills assessment) as an effective translation strategy to increase students' proficiency. Purpose. This study aims to improve translation skills among students at Universitas Indraprasta PGRI by using componential assessment as a strategy to enhance their proficiency. Method. An undergraduate class of fifty students in a Translation course participated in this study. The research utilizes a sequential explanatory design, beginning with an Indonesian-to-English translation proficiency test followed by a content analysis of the translations. The study focuses on assessing lexical-semantic, cultural, pragmatic, and grammatical skills through componential assessment. Results. The quantitative results indicated that the quality of translations was generally poor. The primary reason for this was the participants' insufficient mastery of both Indonesian and English, which made achieving equivalency challenging. The qualitative analysis revealed that students faced difficulties in several areas:Lexical-semantic skills; Cultural skills; Pragmatic skills; Grammatical skills. Translation mistakes were predominantly found in grammar, specifically: Pluralization; Capitalization; Inflection of words; Present tense usage; Agreement between subject and verb participles; Use of demonstrative pronouns and fragments representing them. Conclusion. The findings of this study highlight the importance of effective translation teaching methods, particularly in Indonesian universities where students are expected to have a strong command of both Indonesian and English. Improving these methods can significantly enhance students' translation skills and overall language proficiency.

Implicit and Explicit Language Learning to Facilitate Subordinating Conjunction in Developmental Language Disorders

Abstract Background: Priming and recast approaches are scientifically proven to improve grammatical production abilities. However, based on a literature review, there are no articles that test the effectiveness of the priming and recast approach in improving grammatical skills such as subordinating conjunctions. Objective: This study aims to examine the effectiveness of the priming and recast approach in improving subordinating conjunctions in children with developmental language disorders. Objectives: This study aims to see the effectiveness of the priming and recast approach in improving subordinating conjunctions in children with developmental language disorders. Methods: This research uses a quasi-experiment, with multiple baseline across behaviors design. This research involved two children diagnosed with developmental language disorders aged 5 years. Each participant was trained to use subordinating conjunctions for five sessions, 30 minutes per session Results: In general, the priming and recast approach can improve the ability of subordinating conjunctions in children with developmental language disorders. Conclusion: Grammatical production of subordinating conjunctions can be trained using implicit or explicit learning. Keywords : priming, recast approach, language disorder, speech therapy, subordinating conjunctions

The interplay of lexical and grammatical development in Greek-Albanian bilingual children: evidence from the majority and the heritage language

ABSTRACT The present paper aims to investigate the interplay of lexical and grammatical development in school-aged Greek-Albanian bilingual children by providing evidence both from majority, Greek, and heritage, Albanian. To this end, 47 8 to 10-year-old bilingual children were tested by means of expressive vocabulary tests in Greek and in Albanian, while their grammatical skills were evaluated by means of the LITMUS Sentence Repetition Task administered in both languages. Additionally, input-related measures in both languages, such as oral language practices, literacy, and educational practices were used to assess the bilingual experience and examine how it would correlate with lexical and grammatical skills. The analysis showed that within each language, lexical and grammatical skills were closely related both for the majority and the heritage language, while when examining across-language effects, grammatical skills in the heritage language were correlated with grammatical skills in the majority language. Concerning the role of input, we found that input in the heritage language supported skills both in the heritage and the majority language. The study's contribution is that by providing novel evidence from this specific language pair it shows that supporting the use of heritage language can boost language skills in both languages.

The relationship between vocabulary and grammar in two children with 5p deletion syndrome

ABSTRACT 5p deletion syndrome is a rare genetic condition associated with severe speech and language problems. In general, research on speech and language skills is scarce, but there is more knowledge on phonetic and phonological skills than on lexical and grammatical skills. And till now no studies have addressed the relationship between grammar and vocabulary. Therefore, in this study, we address aspects of this relation based on longitudinal parent-reported data (MacArthur-Bates Communicative Development Inventories) from two children with this syndrome aged 2;0–7;3, and 1;11–7;1, respectively. We examine the development of the vocabulary size in each child, seen in relation to the development of grammar (inflections, combinations of words, complexity, and productivity), and see to what extent they can be compared to typically developing children. Results show that they follow a similar pattern to typically developing children but are delayed and have slightly different individual profiles.

Parental linguistic support in a home environment is associated with language development of preschool-aged children.

In today's increasingly digitalised society, there is a growing need for information on how parents can support their children's language development at home. We investigated the associations between three types of parental linguistic support and children's language skills in different domains. Between April 2019 and March 2020, 164 children aged between 2.5 and 4.1 years and their parents were recruited via daycare centres in Helsinki. Information on how frequently parents read, told free stories and sang to their children was collected. The children's lexical and grammatical skills and general language ability were assessed using validated instruments. More frequent reading, storytelling and singing were all separately associated with higher-level expressive lexical and general expressive language ability. More frequent reading and storytelling were also associated with higher-level phonological skills. Only reading was associated with receptive skills. The regression analyses revealed that reading had the highest explanatory value for lexical and general language ability after controlling for the effect of background factors. Furthermore, storytelling had the highest explanatory value for grammatical skills. The results highlight the benefits of parental reading. However, broad use of all parental linguistic activities is recommended to support the development of children's different language domains.

ПРОБЛЕМА ПОДОЛАННЯ МОВНОГО БАР’ЄРУ В ПРОЦЕСІ ВИВЧЕННЯ ІНОЗЕМНИХ МОВ У ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

The article is devoted to the analysis of the problem of overcoming the language barrier in the process of learning foreign languages in higher education institutions. The object of consideration is the complex aspects of this phenomenon, the complexity of learning a foreign language, the lack of practical application of the acquired skills, the lack of attention to the cultural context during its study, etc. In view of this, there is a need for a systematic approach to overcoming the language barrier, taking into account not only linguistic aspects but also the psychological characteristics of students. The next aspect concerns the lack of practical application of language skills acquired during study. The study points to the relevance of introducing interactive methods of teaching a foreign language aimed at practical use of the language in different situations, which will provide students with the opportunity to improve their language skills in practice. It is noted that the lack of opportunities for practical use of a foreign language outside the classroom complicates the process of forming the foreign language competence of future specialists, makes it impossible to successfully consolidate communication skills in real life situations. This leads to a loss of interest in learning and limits the practical use of language skills. It is concluded that learning foreign languages should include understanding and adaptation of higher education students to cultural realities, which will contribute to a deeper understanding and more effective learning of languages. Particular emphasis is placed on the importance of using innovative pedagogical approaches, including technologies and methods of intercultural communication. The use of modern technologies, such as mobile applications, virtual reality, etc., can greatly facilitate the process of learning foreign languages and help overcome the language barrier, and it is also important to create a favorable learning environment where students have the opportunity to practice the language in different situations, use innovative teaching methods and focus on developing not only grammatical skills but also cultural context. The importance of immersive practice in overcoming the language barrier in foreign language learning is emphasized.

A MIXED METHOD APPROACH IN GRAMMAR TEACHING (BUKOVYNA, THE FIRST HALF OF THE XX CENTURY)

The unique aspect of studying other languages is not only the acquisition of basic information, but also the development of communicative competency abilities, which are practical skills required in everyday practice or communication with representatives of foreign-speaking societies. Our present research focuses on the devlopment and implementation of a mixed method of learning for teaching grammatical material in English and German in Bukovyna schools during the first half of the twentieth century. The purpose of our research is to compare the prerequisites for the development and formation of the methodology of teaching English and German grammatical competence in Bukovyna schools between 1932 and 1940, as well as to reveal the peculiarities of the formation of reproductive and receptive grammatical skills in the specified territory and within the defined time for further study of listening, reading, and speaking. Consequently, instructional tactics demonstrated the right selection and organization limits. The development of fundamental grammar abilities is seen as critical in teaching foreign language grammar, since it serves as a foundation of grammatical information. The explanation of grammatical phenomena in German and English was given in the original language, supported by examples from the texts, and strengthened by the completion of exercises. The structure of the grammar appendices, which included extra exercises to reinforce grammatical constructions and the authors' personal explanations of the textbooks in addition to rules and tables, also made a difference in the way the grammatical material of the languages mentioned was taught. The most recent strategy in textbooks at the time was to promote communicating with native speakers (for example, via correspondence), which improved grammatical and lexical mastery of a foreign language. It came to light that acquiring grammatical content using a mixed technique was an approach for producing grammatically and lexically correct spoken speech. Practical application (speaking) demonstrates comprehension of the fundamental principles of grammar and their proper application. Authentic literary reading was essential for developing grammatical knowledge. Translation exercises examined different languages' grammatical structures, with the goal of improving the capacity to use them in context and accurately acquire them when speaking.