Teaching Grammar to Junior Bachelor Students by Means of Authentic English Texts

Authors

  • Oleksandra Popova

    Department of Translation, Theoretical and Applied Linguistic, Faculty of Foreign Languages, State Institution "South Ukrainian National Pedagogical University named after K. D. Ushynsky", 65000 Odesa, Ukraine
  • Ilona Derik

    Department of Translation, Theoretical and Applied Linguistic, Faculty of Foreign Languages, State Institution "South Ukrainian National Pedagogical University named after K. D. Ushynsky", 65000 Odesa, Ukraine
  • Natalia Korolyova

    Department of Translation, Theoretical and Applied Linguistic, Faculty of Foreign Languages, State Institution "South Ukrainian National Pedagogical University named after K. D. Ushynsky", 65000 Odesa, Ukraine
  • Oleksandra Morhun

    Department of Translation, Theoretical and Applied Linguistic, Faculty of Foreign Languages, State Institution "South Ukrainian National Pedagogical University named after K. D. Ushynsky", 65000 Odesa, Ukraine
  • Viktoriia Dashkova

    Department of Slavic Linguistics, Faculty of History and Philology, State Institution "South Ukrainian National Pedagogical University named after K. D. Ushynsky", 65000 Odesa, Ukraine

DOI:

https://doi.org/10.30564/fls.v7i9.10757
Received: 27 June 2025 | Revised: 7 July 2025 | Accepted: 16 July 2025 | Published Online: 11 September 2025

Abstract

Some modern tendencies in the field of teaching grammar to junior bachelor students by means of authentic English texts are presented in this article. This article aims to provide a didactic justification and experimental verification of the methods for effective development of future philologists' basic language competencies under dominant conditions of authentic textual activity in relation to teaching English grammar, as well as to develop an appropriate methodology for teaching it. Popular theoretical concepts of grammar and its teaching methods are described, and a methodological model for developing grammar language skills using authentic material compiled from a linguistic corpus (BNC) as well as while working with the entire text of Pamela Travers's "Mary Poppins" is demonstrated. The authors propose the experimental training for junior bachelor students that enables their academic progress in mastering their grammar skills based on the authentic material, and they highlight the importance of the competence-based approach in shaping effective methodological support. A set of methodological tools which could facilitate academic success is specified: integrative learning; interactive teaching/learning; digitalisation of education; the communication-centred principle; the principle of differentiation; the principle of availability and affordability; the principle of consciousness, and the activity-based principle. The students' learning outcomes following the initiated experimental teaching/learning are clarified, and certain beneficial curricular activities (e.g., exercises, assignments) are suggested.

Keywords:

Teaching Grammar; Develop Grammar Skills; Authentic English Texts; Linguistic Corpus

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How to Cite

Popova, O., Derik, I., Korolyova, N., Morhun, O., & Dashkova, V. (2025). Teaching Grammar to Junior Bachelor Students by Means of Authentic English Texts. Forum for Linguistic Studies, 7(9), 638–659. https://doi.org/10.30564/fls.v7i9.10757

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Vol. 7 , Iss. 9 (September 2025)

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Article

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Copyright © 2025 Oleksandra Popova, Derik Ilona, Korolyova Natalia, Oleksandra Morhun, Dashkova Viktoriia

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.