APPROACH TO TEACHING GRAMMAR THROUGH GAMES AT DIFFERENT LANGUAGE LEARNING STAGES
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Teaching grammar through games has been widely recognized as an effective method for enhancing language acquisition. This paper explores the integration of games in grammar instruction across various stages of language learning, from beginner to advanced levels. Theoretical foundations such as Krashen’s Input Hypothesis, Vygotsky’s Social Constructivism, and Long’s Interaction Hypothesis provide a basis for understanding how games support grammar acquisition. The study examines different types of games suitable for each level, their cognitive and linguistic benefits, and their impact on learner motivation. Additionally, pedagogical implications and best practices for implementing grammar games in the classroom are discussed.
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