This paper provides an in-depth analysis of the potential of the story-based learning (SBL) method in developing grammatical competence among 5th–6th grade students in English language classes. The study explores the theoretical, methodological, and psycholinguistic dimensions of grammatical skills and examines their role in effective language acquisition. A comparative review of national and international teaching practices reveals that SBL enhances contextual learning and communicative competence in a natural, meaningful way. The method fosters contextual thinking, interaction, creativity, and independent learning among students. Through narrative-based lessons, learners internalize grammar structures within real-life communicative situations, which promotes long-term retention and active language use. The findings demonstrate that SBL increases students’ motivation, supports a communicative and learner-centered approach, and contributes to the overall quality of English language instruction. The article also offers practical recommendations for the implementation of SBL methodology in general secondary education to strengthen learners’ linguistic and creative potential.
| Mualliflar | Khalilova, Sevara, Халилова, Севара, Xalilova, Sevara |
|---|---|
| Jurnal | Жамият ва инновациялар / Общество и инновации / Society and innovations |
| Nashr sanasi | 2025-09-25 |
| Jild | 6 |
| Son | 9/S |
| Betlar | 134-139 |
| Til | O‘zbek |
| DOI | 10.47689/2181-1415-vol6-iss9/s-pp134-139 |
DOI: 10.47689/2181-1415-vol6-iss9/s-pp134-139 · Maqolaning asl sahifasi
grammatika, story-based learning, kommunikativ kompetensiya, kontekstual o‘rganish, psixolingvistika, 5–6-sinf o‘quvchilari, грамматика, метод рассказов, коммуникативная компетенция, контекстуальное обучение, психолингвистика, средние классы, grammar, story-based learning, communicative competence, contextual learning, psycholinguistics, middle school students
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