METHODOLOGICAL FOUNDATIONS FOR TEACHING ENGLISH GRAMMAR THROUGH PERSON-BASED APPROACHES: A COGNITIVE–COMMUNICATIVE PERSPECTIVE
DOI:
https://doi.org/10.5281/zenodo.18373599Abstract
This article explores the methodological foundations of teaching English grammar through person-based principles, positioning the categories of first, second, and third person as the foundation for grammatical understanding and communicative competence. Traditional grammar teaching often relies on memorization of isolated rules, which limits transfer to real communication and leads to persistent errors. The person-based model reframes grammar as a cognitive process connected to perspective-taking, agency, and meaning-making. A comparative pedagogical exploration involving traditional and person-centered instruction revealed that learners taught through person-based principles demonstrated noticeably stronger accuracy, clearer conceptual understanding, and greater confidence in spontaneous production. This approach aligns with cognitive linguistics and sociocultural theories, reinforcing the importance of perspective, interaction, and psychological safety in language acquisition. The findings suggest that person-based grammar instruction is a scalable and human-centered method appropriate for contemporary ESL classrooms.
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