СONSCIOUS GRAMMATICAL ANALYSIS IN LEARNING ENGLISH AND GERMAN: A CONTRASTIVE APPROACH Ponomarenko

Abstract

The aim of the study is to substantiate the role of grammatical structure as an object of conscious analysis in learning English and German and to reveal the didactic potential of a contrastive approach for developing grammatical competence among philology students. The research is based on a theoretical synthesis of works in linguodidactics, applied linguistics, and second language acquisition, combined with elements of contrastive analysis of the grammatical systems of English and German. The methodology includes descriptive, analytical and contrastive methods, as well as generalisation of current approaches to language awareness and metalinguistic competence. The scientific novelty of the study lies in treating grammatical structure not merely as an instrument of language use but as an independent object of conscious cognitive analysis. The article demonstrates that systematic engagement in conscious grammatical analysis contributes to the formation of stable mental representations of grammatical relations, increases linguistic accuracy and develops learners’ ability to interpret syntactically complex academic discourse. It is shown that contrastive comparison of English and German activates analytical thinking, enhances sensitivity to different grammatical encoding strategies and promotes a structurally oriented approach to language analysis. The conclusions indicate that conscious grammatical analysis is an effective means of developing linguistic and metalinguistic competence in philological education. Prospects for further research include empirical investigation of the impact of conscious grammatical analysis on academic reading, writing and syntactic processing speed.