Abstract
The article explores the shift from traditional rule-based grammar instruction to a communicative approach in teaching English grammar in the 21st century.In contemporary language education, the ability to use grammar accurately and appropriately in real-life communication is prioritized over the mere knowledge of grammatical rules.The study aims to analyze the theoretical foundations of communicative language teaching (CLT) and to demonstrate how grammar can be effectively integrated into meaningful language use.The paper examines key differences between explicit and implicit grammar instruction and highlights the limitations of traditional approaches that focus primarily on form and accuracy.It argues that such approaches often fail to develop learners' communicative competence and hinder their ability to apply grammatical knowledge in authentic contexts.In contrast, the communicative approach emphasizes interaction, context, and purposeful language use, enabling learners to internalize grammatical structures through practice and engagement.Particular attention is given to practical techniques and classroom strategies, including task-based learning, role-plays, and information gap activities, which foster both fluency and accuracy.The article also addresses potential challenges in implementing communicative grammar teaching, such as teacher preparedness, curriculum constraints, and varying learner proficiency levels.The findings suggest that a balanced integration of form-focused instruction within communicative activities can significantly enhance grammar acquisition.The article concludes that rethinking grammar teaching from "rules to use" is essential for developing learners' communicative competence and meeting the demands of modern language education.
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