Mastering grammar has become increasingly important and traditional approaches are not providing students with the necessary tools to navigate real-world communication. Since mastery of the language is not only to arrange words in writing, but also to combine them harmoniously in the context of the discourse used. While learning grammatical rules are fundamental, understanding how these rules operate within larger discourse contexts is crucial for developing students' language proficiency. This article aims to emphasize the importance of integrating discourse analysis into grammar instruction and highlights the need to adapt language use to specific situations to achieve effective communication outcomes. By implementing discourse analysis into grammar instruction, this article seeks to provide insights into how contextualized and meaningful language use can promote a deeper understanding of grammatical structures and their practical application. Â
Discourse analysis is the study of language in practice, specifically how language is used in the world, not just to say things, but to do things (Gee, 2010). Â Halliday and Hasan (1976) stated that discourse is "language above the sentence level", focusing on the structures and cohesion that organize text and conversation into meaningful units. In discourse views, language can be used by people for many purposes, including to communicate, co-operate, help others, and build things like marriages, reputations, and institutions. In a more complex way, people will use language to lie, advantage themselves, harm people, and destroy things like marriages, reputations, and institutions. Discourse analysis examines language use beyond the sentence level, looking at how meaning is constructed in larger contexts. As Farrokhi et al. (2018) stated that mastering grammar at sentence level is crucial but not sufficient, so that students need to be exposed to discourse analysis to fill this gap. This is especially helpful for the teacher in teaching grammar, as it allows them to illustrate how different grammatical choices impact meaning and coherence in real-world communication. When students are exposed to real-world texts and conversations, they will see the practical application of grammatical rules, which enhances their ability to use language proficiently across various settings. In shifting the traditional way of teaching grammar into discourse analysis approach, there are several key concepts that need to be promoted:
Grammar Beyond Isolated Rules
Traditional grammar instructions often present grammatical forms in isolation, focusing on rote memorization of rules without practical application. This method can lead to a disconnect between students' grammatical knowledge and their actual language use. In the same vein, Murtisari et al. (2020) believed that grammar should be taught as part of communication rather than as isolated forms, emphasizing the need for contextualized learning experiences that reflect authentic language use. This perspective aligns with the view that we cannot teach effective grammar separate from the functions of the grammatical forms in discourse. Therefore, discourse analysis offers a new perspective by contextualizing grammar within authentic communicative events. Through consideration of the role of grammatical choices in conversations, academic texts, and media discourse, students have opportunities to see grammar not only as a list of prescribed do's and don'ts, but also as a resource for meaning making.
Contextualized Grammar Instruction
Context is the fundamental aspect of language learning. Discourse analysis encourages teachers to use real-world examples to illustrate how grammatical structure impacts meaning. For example, analyzing a newspaper article can show how specific grammatical structures convey bias or authority. This contextualized approach not only makes grammar instruction more relevant but also develops students' critical thinking skills as they learn to assess language use in various contexts. Furthermore, the American Council on the Teaching of Foreign Languages (ACTFL) advocates for teaching grammar in context, highlighting that this approach helps students understand the significance of grammatical choices in conveying meaning. When students engage with authentic texts, they can see firsthand how grammar operates in various contexts, which enhances their ability to apply grammatical knowledge in their own communication.
Functional Grammar
Integrating principles of functional grammar into discourse analysis can provide students with insights into the communicative purposes of different grammatical choices. For instance, understanding the use of the passive voice in scientific writing can illuminate how it shapes objectivity and detachment. By exploring these functional relationships, students gain a deeper understanding of how grammar operates in service of meaning, preparing them to make informed choices in their writing and speaking. For instance, analyzing the use of passive voice in scientific writing can help to identify how it constructs authority and objectivity in academic fields. Halliday's functional grammar framework highlights that language is a resource for making meaning, and understanding the functions of different grammatical structures can enable students to make informed choices in their writing (Halliday & Matthiessen, 2013). This approach encourages learners to consider not just the form of language but also its function within specific contexts, fostering a deeper understanding of how grammar contributes to effective communication.
Critical Discourse Analysis (CDA)
By implementing Critical Discourse Analysis approach in grammar teaching enables students to understand the ideological impacts of grammatical structures. By analyzing how grammar is used in different discourses to exert power, convey bias, or reinforce stereotypes, learners will develop a critical awareness of language. This perspective is significant in today's globalized society, where language can shape perceptions and influence social context. CDA also emphasizes the relationship between language and social power, encouraging learners to explore how grammatical choices reflect and shape social realities (Gee, 2014). This critical perspective not only promotes students' grammatical competence but also fosters their ability to engage with language as a tool for social change.
Developing Grammatical Competence
