INTEGRATING SOCIOLINGUISTIC PERSPECTIVES IN TEACHING ENGLISH GRAMMAR AT YERSIN UNIVERSITY: A CONSIDERATION FROM DATIVE ALTERNATION

Abstract

The objective of this study is to examine whether sociolinguistic perspectives should be incorporated into the instruction of English grammar at Yersin University of Dalat. Through a brief literature review of dative alternation, the author implies recommendations for teaching grammar from a sociolinguistic perspective. Using semi-structured interviews with four experienced grammar teachers, this study investigates their knowledge of sociolinguistic approaches, scenarios for application, target student groups, reasons for inclusion, and strategies for integration. The research methodology involves detailed thematic analysis of the interview data to extract key insights and patterns. The findings highlight the importance of situating social and cultural context, identity, and culture in grammar instruction. Results also indicate that incorporating sociolinguistic elements can enhance communicative competence and make grammar instruction more engaging. The study fills a gap in existing research and focuses on the practical application of sociolinguistic principles to a specific grammatical structure, encouraging the teaching of dative alternation. Recommendations are made for further research, teacher education, and curriculum development.