PERCEIVED DEVELOPMENT OF SPOKEN GRAMMAR AWARENESS IN LEARNERS FOLLOWING TARGETED INSTRUCTION

Abstract

Abstract: This article explores learners’ perceived development of spoken grammar awareness following targeted instructional interventions in second/foreign language learning contexts. Spoken grammar awareness is understood as learners’ ability to notice, interpret, and appropriately use grammatical forms in real-time oral communication. Drawing on contemporary theories of communicative competence, noticing, and form-focused instruction, the study synthesizes existing research and presents an analytical discussion of pedagogical practices that support the development of spoken grammar. The article argues that targeted instruction—particularly when grounded in a grammatical minimum and integrated with communicative activities—positively influences learners’ awareness, confidence, and accuracy in spoken interaction. Implications for teaching practice, curriculum design, and future research are discussed.