Abstract

In the context of communicative competence-oriented language education, grammar instruction for young learners should emphasize meaningful language use rather than the isolated presentation of grammatical rules. This article examines the theoretical foundations of teaching grammar through meaningful contexts and discusses the pedagogical value of this approach in promoting learner engagement, grammar acquisition, and communicative language use. Drawing on a review of relevant literature and an analysis of classroom practices, the article highlights the role of contextualized grammar instruction in creating meaningful learning experiences and facilitating language development. Based on the analysis, several pedagogical recommendations are proposed to enhance the effectiveness of English grammar instruction for young learners in contemporary educational settings.

Keywords: Communicative competence, English language teaching, grammar instruction, meaningful contexts, young learners.