Exploring Pedagogical Content Knowledge through Communicative Grammar Teaching in EFL Classrooms

Pedagogical Content Knowledge (PCK) is central to effective English language teaching, particularly in grammar teaching, where teachers must balance linguistic accuracy with communicative meaning-making. This study explores how English language teachers draw on and use their PCK when teaching grammar communicatively. Using a qualitative design, five English-as-a-foreign-language (EFL) teachers working in a private language institute were observed in their naturally occurring classrooms. Classroom interactions in teaching grammar were recorded and analyzed to examine how teachers transformed linguistic content into meaningful instruction and how they integrated pedagogical strategies that support communicative grammar teaching. Findings revealed that teachers’ PCK in communicative grammar teaching emerges dynamically through their ability to connect grammatical forms with communicative purposes, anticipate learner difficulties, and adjust instructional techniques in real time. The results offer insights into how PCK operates as situated knowledge in EFL contexts. Implications for EFL teacher education and professional development in grammar teaching are discussed.

کلیدواژه ها:

Pedagogical content knowledge ، English-as-a-foreign-language ، communicative grammar teaching ، classroom observation