SPEAKING FIRST, GRAMMAR LATER: A DIFFERENT APPROACH TO ENGLISH TEACHING

The article explores the “Speaking First, Grammar Later” approach in English language teaching. It argues that students develop speaking skills more effectively when communication is prioritized before explicit grammar instruction. Drawing on language acquisition research and classroom examples, the paper explains how communication-centered lessons increase fluency, confidence, and student engagement. The author concludes that grammar remains important, but it should support communication rather than dominate the learning process.