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Abstract
Grammar instruction has long been a central yet contested component of language education. While the debate between prescriptive
and descriptive approaches continues, recent pedagogical innovations highlight the need for dynamic, context-sensitive, and learner-
centered grammar instruction. This study explores the most effective practices and approaches in grammar teaching by examining recent
literature and gathering qualitative insights from practicing language teachers. The findings indicate that integrated instruction, contex-
tualized learning, communicative grammar teaching, and formative assessment strategies significantly improve grammatical proficiency
and learner engagement. These results have implications for language teachers, curriculum designers, and educational policymakers
seeking to create more effective and sustainable language learning environments.
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