Promoting students’ metalinguistic understanding: The implementation of genre-based pedagogy in grammar class

Abstract

To become effective language users, learners require sufficient grammatical knowledge to structure words and messages meaningfully. However, grammar instruction often lacks a communicative and contextualized focus. This study addresses this gap by examining how English instructors implement genre-based pedagogy to enhance metalinguistic awareness and abstract thinking in grammar instruction. Using a qualitative case study approach, this research investigates the classroom practices of three instructors in higher education. Data were collected through interviews, questionnaires, and the analysis of instructional materials, including lesson plans, classroom tasks, and student work. The study employs a data analysis framework involving data collection, condensation, analysis, and conclusion drawing. Findings indicate that the instructors deliberately integrate genre texts to foster learners’ ability to apply grammatical knowledge across the four language skills. These practices promote an understanding of textual structure and authorial intent, contributing to students’ independence and informed linguistic choices. The study highlights the role of genre-based pedagogy in transforming grammar instruction into a more dynamic and functional component of language education.

Keywords: Genre-based pedagogy; grammar instruction; higher education; metalinguistic awareness; qualitative research.