GRAMMAR WITHOUT VOICE: UNPACKING THE PEDAGOGICAL PARADOX OF GOVERNMENT SCHOOL STUDENTS' INABILITY TO TRANSLATE GRAMMATICAL COMPETENCE INTO PRAGMATIC FLUENCY IN ENGLISH
Keywords:
Pedagogical paradox: The pedagogical paradox refers to the challenge of teaching and learning, where the more we try to formalize and systematize knowledge, the less effective it can be in promoting genuine understanding and practical application. In other words, there's a disconnect between knowing the rules and being able to apply them in real-life situations. Pragmatic Fluency: Pragmatic fluency is the ability to communicate effectively and appropriately in social contexts. It's about being able to navigate the nuances of language, such as tone, idioms, and implied meaning, to convey intended meaning and build relationships. Pragmatic fluency is essential for successful communication, as it helps individuals to adapt to different social situations and interact with people from diverse backgrounds. Grammatical Competence: Grammatical competence refers to the ability to understand and use the rules of language, including syntax, morphology, and phonology. It's the foundation upon which effective communication is built, enabling individuals to express themselves clearly and accurately, and to comprehend the messages of others. Grammatical competence is a crucial aspect of language proficiency, as it provides the structural framework for meaningful communication.Abstract
This study investigates the pedagogical paradox within Pakistani government schools where students demonstrate grammatical competence in English yet remain unable to translate that knowledge into pragmatic fluency. Despite English being a language of prestige and a requirement for the job market, public school students often reach only a basic level of spoken proficiency. To bridge this gap between having grammatical competency in English language and have no spoken fluency a mixed-methods approach, the research conducted a survey, written grammar tests, and interviews with 15 students of 8th class from Government Girls High School, Jamshoro. The data analysis reveals a significant gap between written and oral skills: out of the 15 students, 10 scored high on the written grammar test, while only 2 were able to speak English with low proficiency. This discrepancy is attributed to linguistic barriers such as limited vocabulary and L1 interference, as well as psychological factors including shyness and a fear of making mistakes. Furthermore, pedagogical issues—specifically the reliance on traditional grammar-translation methods (GTM) and a lack of classroom interaction—hinder communicative development. The study concludes that students are learning "about" the language rather than how to use it. To resolve this, it is recommended that schools implement interactive speaking activities, introduce technology, and create a supportive environment that encourages real-life English usage.
