THEORETICAL AND METHODOLOGICAL FOUNDATIONS FOR DEVELOPING THE GRAMMATICAL COMPETENCE OF ENGLISH PHILOLOGY STUDENTS FROM B1 TO B2 LEVEL

SCHOLAR ISSN: 2181-4147 VOLUME 3 | ISSUE 10 | 2025 https://t.me/openscholar Multidisciplinary Scientific Journal Oktabr, 2025 10 DOI: https://doi.org/10.5281/zenodo.17380091 THEORETICAL AND METHODOLOGICAL FOUNDATIONS FOR DEVELOPING THE GRAMMATICAL COMPETENCE OF ENGLISH PHILOLOGY STUDENTS FROM B1 TO B2 LEVEL Mukhammadieva Nargiza Ayubovna Senior Lecturer at Perfect University, specializing in English Language. ABSTRACT This article analyzes the theoretical and methodological foundations of developing the grammatical competence of English philology students from the B1 to the B2 level. The study explores the essence of grammatical competence, the grammatical indicators of B1 and B2 levels within the CEFR (Common European Framework of Reference for Languages), and the teaching strategies applied at these stages. The paper scientifically substantiates the effectiveness of modern teaching approaches—communicative, cognitive, inductive, and interactive methods—in teaching English grammar. Furthermore, methodological recommendations are developed to form students’ grammatical thinking by integrating theoretical knowledge with practical exercises during the transition from B1 to B2 levels. Keywords Grammatical competence, philology, B1 level, B2 level, CEFR, teaching methodology, communicative approach, theoretical foundations Introduction In the 21st century, the English language has become not only a global means of communication but also an integral part of science, technology, and education. SCHOLAR ISSN: 2181-4147 VOLUME 3 | ISSUE 10 | 2025 https://t.me/openscholar Multidisciplinary Scientific Journal Oktabr, 2025 11 Therefore, in the process of training English philology students, the theoretical and practical development of linguistic competences—especially grammatical competence—is of vital importance. Grammar is the foundation of all language skills, and mastering it is essential for effective speech production. Today, in English language teaching, international standards such as the CEFR system are widely used to analyze the developmental stages of grammatical competence between B1 and B2 levels. A B1-level learner can generally communicate on everyday topics but remains limited grammatically. A B2-level learner, however, is capable of using complex syntactic structures, expressing ideas clearly and grammatically correctly, and adapting to different contexts. For philology students, this process is especially important since they not only learn the language but also engage in teaching, translation, and linguistic analysis. Therefore, a scientifically grounded methodology is needed for developing grammatical competence gradually from the B1 to the B2 level. Recent research has shown that communicative, cognitive, interactive, and integrated models of grammar teaching yield effective results. However, the specific adaptation of these approaches to the B1–B2 transition, their theoretical underpinnings, and their practical efficiency remain underexplored. This article systematically examines the theoretical and methodological bases for developing grammatical competence in English philology students. The purpose of this paper is to study the theoretical approaches and methodological principles applied in developing grammatical competence of English philology students from B1 to B2 levels and to recommend effective methods for this process. Theoretical Foundations of Grammatical Competence In English language education, grammatical competence occupies a central position. It encompasses the learner’s knowledge, skills, and abilities to correctly apply grammatical rules in speech. Grammatical competence refers to the ability to use SCHOLAR ISSN: 2181-4147 VOLUME 3 | ISSUE 10 | 2025 https://t.me/openscholar Multidisciplinary Scientific Journal Oktabr, 2025 12 linguistic structures—word formation, word combinations, sentence structures— correctly and meaningfully. This concept originates from Chomsky’s (1965) theory of ‘linguistic competence,’ which emphasizes the human capacity to produce grammatically correct sentences—a reflection of the cognitive mechanisms underlying language use. The communicative approach, later expanded by Hymes (1972) through the concept of ‘communicative competence,’ integrates grammatical knowledge into broader communicative functions. Thus, grammatical competence is not limited to rule knowledge but also includes the ability to use these rules effectively in real communication. Grammatical competence consists of two main components: • Theoretical (cognitive) component – the knowledge of grammatical rules, categories, and structures. • Practical (operational) component – the ability to apply these rules to produce and analyze grammatically correct sentences. Its development is a multi-stage process involving comprehension, application, and independent grammatical reasoning. The effectiveness of this process directly depends on the teaching methods and approaches employed. In language acquisition theory, grammatical competence has been interpreted in various ways. Krashen’s (1982) ‘Input Hypothesis’ emphasizes the importance of natural, comprehensible input in learning grammar—arguing that grammar is acquired not through forced instruction but through meaningful communication. Halliday’s (1978) functional grammar perspective views grammar as a means of expressing meaning rather than a mere set of rules. Each grammatical unit fulfills a specific communicative function, and only when learners grasp these functions can grammatical competence truly develop. In summary, grammatical competence entails: • A body of grammatical knowledge; • The ability to use grammatical rules correctly in communication; SCHOLAR ISSN: 2181-4147 VOLUME 3 | ISSUE 10 | 2025 https://t.me/openscholar Multidisciplinary Scientific Journal Oktabr, 2025 13 • The capacity to select structures appropriate to communicative intent; • The ability to think and analyze grammatically. Hence, the theoretical foundations for developing grammatical competence from B1 to B2 levels lie in cognitive, communicative, functional, and interactive approaches. CEFR-Based Grammatical Requirements for B1 and B2 Levels The CEFR (Common European Framework of Reference for Languages) is an international standard for describing language ability. It divides language competence into clear, measurable levels and provides reliable criteria for assessing grammatical proficiency. The distinction between B1 (Intermediate) and B2 (Upper-Intermediate) levels lies not only in vocabulary range but also in the accuracy and flexibility with which grammatical structures are used. B1 Level Grammatical Features A B1-level learner: • Can communicate on everyday topics using basic grammatical structures. • Can distinguish between present, past, and future tenses, though errors occur with complex forms (e.g., past perfect, conditional sentences). • Uses if-clauses, reported speech, and relative clauses with limitations. • Produces grammatically correct sentences, though errors appear in complex constructions. • Understands grammar theoretically but struggles to apply it practically. The main goal at this stage is to begin using grammar naturally in communication— applying the ‘grammar in use’ principle. B2 Level Grammatical Features A B2-level learner: • Uses grammatical structures flexibly and contextually. • Applies complex sentences, subordination, and modal constructions with ease. • Employs complex tenses and passive voice naturally in speech. SCHOLAR ISSN: 2181-4147 VOLUME 3 | ISSUE 10 | 2025 https://t.me/openscholar Multidisciplinary Scientific Journal Oktabr, 2025 14 • Makes minimal grammatical errors, mostly negligible ones. • Is capable of independently acquiring new grammatical forms. At this stage, learners develop creative grammatical thinking—using grammar not only as a rule system but as a tool for clear, effective expression. Methodological Importance of the B1–B2 Transition The transition from B1 to B2 is often referred to as the ‘intermediate plateau’ in language learning. Learners may feel stagnation despite sufficient grammatical knowledge because they lack fluency in applying it. To overcome this barrier, the following methodological approaches are essential: • Communicative activities integrating grammar with speech practice; • Integrative tasks linking listening, reading, and writing with grammar structures; • Cognitive activation encouraging independent analysis; • Reflective learning where learners identify and correct their own grammatical errors. Teachers should employ activity-based learning to combine theoretical understanding with practical use, thereby reinforcing grammatical competence effectively. REFERENCES • Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Longman. • Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47. • Chomsky, N. (1965). Aspects of the theory of syntax. MIT Press. • Council of Europe. (2020). 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