| ISSN: 2583-3812 | ISSN: 2583-3812JOURNAL ARTICLE
Keywords: grammaticalization, English grammar teaching, application, activity design
Abstract: Grammaticalization is a key concept in linguistics, focusing on the dynamic process through which substantial lexical words gradually transform into abstract grammatical morphemes, or the shift from peripheral to core grammatical functions. Based on its definition, this paper investigates the profound significance, implications, and the practical value of grammaticalization theory in the teaching of English grammar. The study commences by tracing the origins and definition of grammaticalization, then synthesizes and reviews the domestic and international research on the topic, including the applied strategies in the context of Teaching Chinese as a Foreign Language (TCFL) and Teaching English as a Foreign Language (TEFL). The paper focuses on deriving methodological insights for teaching English as a foreign language. The application of grammaticalization theories relies on diachronic explanations to clarify the puzzles and confusions by revealing the logic and motivations underlying the seemingly fragmented grammatical items and incoherent expressions, thus reducing the reliance on rote memorization. Furthermore, the functions of the theory in English grammar teaching are elucidated in detail, particularly its role in constructing interconnected grammatical networks that illustrate the developmental pathways of the grammatical structures. Grammaticalization theory also provides a robust framework for teachers to diagnose and explain errors stemming from negative transfer of the mother tongue in language learning. Additionally, in pragmatics and discourse analysis, grammaticalization theory can uncover the pragmatic origins of many grammatical forms, thereby facilitating the development of students’ pragmatic competence and fostering their cross-cultural communicative awareness. Finally, after proposing possible activities to be employed in classroom, the paper suggests directions for future pedagogical research.
Article Info: Received: 05 Nov 2025; Received in revised form: 03 Dec 2025; Accepted: 10 Dec 2025; Available online: 16 Dec 2025
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