ENGLISH GRAMMAR AS A SYSTEM OF MEANING: RETHINKING PEDAGOGICAL APPROACHES IN UZBEKISTAN

While English grammar instruction in many schools remains tethered to rigid rules and isolated forms, such approaches often fail to bridge the gap toward authentic communication. This article contends that grammar is best taught as a dynamic system for making meaning, rather than a static collection of mechanical structures. By integrating modern linguistic theories—specifically Communicative Language Teaching (CLT) and the form-meaning-use framework—the paper examines the specific pedagogical hurdles within the Uzbek educational landscape. Beyond identifying these challenges, the study offers research-driven strategies aimed at shifting the classroom focus toward contextualized learning. Ultimately, the goal is to demonstrate how teaching grammar in context not only builds communicative competence but also fosters greater learner autonomy and confidence.