Keyword: «practicing grammatical forms»

The relevance of the research is driven by the need to reconsider traditional approaches to teaching English grammar in non-language universities. This is related to the fact that the following questions remain unresolved: insufficient hours allocated to studying this aspect of the language due to the overloaded curriculum with other aspects such as economic translation, home reading, and written speech practice; limited students' exposure to the English content outside the classroom; a significant gap between students' theoretical and practical knowledge, leading to the problem of inert knowledge, where mastery of English grammar rules does not always ensure effective communication in the language. Accordingly, the article aims to systematize the most effective methods of working with grammar material in the context of a non-linguistic university. The research is conducted within the framework of a usage-based approach. The following theories, hypotheses, and principles were also applied in the study: the noticing hypothesis, the interaction hypothesis, the principle of transfer-appropriate processing, and the delayed-effects hypothesis. The study of the leading trends in the field of teaching foreign grammar, based on scientific works of domestic and foreign authors, allowed us to formulate the key principles for working with grammatical aspect of the language: presentation of the material that illustrates the use of grammatical constructions, practicing grammatical forms, and recycling of the learned material. The theoretical significance of the research lies in expanding the framework of scientific understanding of teaching English grammar, revisiting the effectiveness of traditional approaches, and exploring the possibilities of applying artificial intelligence when working with the grammatical elements. The practical significance of the article is determined by the fact that the proposed principles for working with grammatical material can enrich the teachers' methodological toolkit. Additionally, the showcased methods of interacting with grammatical units can be adapted for use in various educational contexts, considering the needs of the learners.