TEACHING ENGLISH GRAMMAR TO A2 LEVEL LEARNERS THROUGH INTERACTIVE METHODS

Abstract

This study provides a comprehensive analysis of teaching English grammar through interactive methods with a particular focus on A2 level learners. While traditional approaches emphasize rule memorization and controlled practice, interactive methods prioritize communication, collaboration, and contextualized usage. Therefore, this article explores theoretical foundations, practical classroom strategies, and empirical outcomes associated with interactive grammar teaching. The findings reveal that such methods not only improve grammatical accuracy but also significantly enhance fluency, motivation, and learner autonomy. Consequently, the study argues for a balanced pedagogical model that integrates interaction with explicit instruction.