Azizova Durdona Avazbek qizi 1
DOI: https://doi.org/10.5281/zenodo.15182480
Google scholar: https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=%22STRATEGIES+FOR+DELIVERING+GRAMMAR+INSTRUCTION+VIA+TEXTUAL+EXAMINATION%22&btnG=
Zenodo community: https://zenodo.org/records/15182480
Nordic_press journal: https://research.nordicuniversity.org/index.php/nordic/article/view/2283
MAQOLANI YUKLAB OLISH
SERTIFIKATNI YUKLAB OLISH
REVIEW:
The paper presented by Azizova Durdona Avazbek qizi, a senior lecturer at the Department of Foreign Languages, Nordic International University, addresses a timely and methodologically significant topic in the field of language pedagogy—teaching grammar through textual analysis.
The relevance of the research is underscored by the current trends in language education, which prioritize context-based learning and the integration of communicative skills with grammatical accuracy. The author offers a well-structured and in-depth analysis of strategies that support grammar instruction via authentic texts, advocating for a balanced use of both explicit and inductive methods, and highlighting the impact of learners’ native languages on their grammatical competence.
The paper is commendable for its clarity, logical structure, and rich use of terminology relevant to modern pedagogy. Particularly noteworthy is the proposed step-by-step model for grammar instruction, which includes text selection, initial understanding, language focus, and structure highlighting. These stages are supported by scholarly references and pedagogical rationale, reflecting a strong theoretical foundation.
Moreover, the integration of differentiated instruction and culturally appropriate materials adds a valuable dimension to the paper, making it applicable to diverse learning environments. The practical implications of the research are especially useful for language teachers seeking to enrich their instructional methods and improve students’ critical thinking and communication skills through grammar-focused reading tasks.
Some repetition and dense phrasing could be revised for enhanced clarity, but overall, the paper demonstrates academic rigor and pedagogical insight.
Conclusion:
The article offers a comprehensive and innovative perspective on grammar instruction and makes a meaningful contribution to the field of foreign language teaching. It is well-suited for publication in academic journals focused on applied linguistics, language education, or teacher training.
