Investigating the effect of Grammatical Competence Strategies in teaching writing skills

Abstract

This study aims to implement grammatical competence strategies (inductive, inductive, and interactive) in developing students' writing in grammar and their attitudes towards English as a foreign language. To achieve the purpose of the study, the researchers applied the tools to target a sample of second intermediate-grade female students at Maysaloon Girls School in two groups, Experimental and control were used in this study. The experimental group was taught the inductive, deductive, and interactive strategies, and the control group studied the traditional way method. While at a time when new trends in language teaching encourage the use of interactive methods of stimulation and maintaining student interest, and the constant tendency to retain a teacher-centred approach to teaching English grammar is counterproductive. The most effective methods currently available are monotonous by heart. Learning needs no longer dominate the main part of the lesson. The interactive strategy is multi-skilled and learner-centred and designed to teach a specific grammatical concept will also be introduced. To answer the main research question of whether inductive, deductive, and interactive methods are so, the researchers used a more effective introductory method of teaching grammar instead of the traditional method, so grammatical competence plays a significant role in students’ language. When students have Grammatical Competence, they will be able to develop their writing comprehension.