Nurturing Grammar Instruction through Literature: First-year Students as a Case Study at Saida University

Abstract

Abstract: English Grammar is hardly learned by native and non-native speakers owing to its complicated rules and exceptions. Nonetheless, it is a vital language component allowing learners to nurture their written and oral communication. Grammar instruction plays a prominent role in developing comprehension and facilitating students’ speaking and writing skills. Yet, English grammar has been seen as a complex and thorny competence to be acquired. Many language tutors have been using different approaches and methods to teach grammar to equate and train foreign language learners to be skilled users of the target language. The ultimate objective of emphasizing the use of a literary text as a basic aspect and a source of authentic material for teaching English grammar is to make the student familiar with the grammatical structures and most importantly, easier to acquire. Therefore, contextualized grammar integrates aspects of language and literature which are no longer seen as two separate parts of English. The present study is conducted with first-year students at Saida University. A structured questionnaire, an observation, and assigned written tasks were used in the present work to gather thorough data, guarantee research triangulation, and ensure the study's validity and credibility. Keywords: Contextualized grammar instruction, Literature, Learners, English language