The metodology of developing english grammar skills in the context of the communicative approach and intercultural interaction: a comparative analysis of european educational models

Abstract

This paper provides a critical examination of the shift from traditional rule-based grammar instruction to a more communicative and organic approach grounded in meaning-making and intercultural interaction. Drawing on the theoretical contributions of David Nunan and Diane Larsen-Freeman, the study synthesizes key principles from Communicative Language Teaching (CLT) and the dynamic concept of “grammaring” to propose a robust pedagogical framework. The paper further investigates the application of these models within various European educational contexts, particularly in relation to the Common European Framework of Reference for Languages (CEFR).