Disconnection between grammar learning and real language use in English among students

Resumen

In education today, English is usually taught using traditional methods based on memorizing grammar rules and mechanically repeating exercises. While these practices allow students to acquire theoretical knowledge, they do not ensure the development of effective communicative skills in real-life situations. Through analysis using the problem tree technique, the core issue identified was the existing disconnection between grammar learning and the functional use of the language. This situation occurs in students who recognize language structures yet struggle to apply them in everyday situations, both in speaking and writing. This study is justified because English has become an essential tool for global communication, access to information, and professional development. In the educational field, the study aims to transform teaching practices, overcoming the limitations of the traditional instruction system, in order to foster learning where students use grammatical structures functionally. Socially, proficiency in English opens greater job and academic opportunities for students in a globalized world. The project is feasible because it can be conducted through direct classroom observation and the analysis of concrete evidence of student performance. This topic needs to be studied because: • Overcoming Traditional Limitations: Current methods prioritize rule memorization over functional use, preventing students from communicating effectively in real contexts. • Educational Transformation: Studying this issue allows for the reform of teaching practices by replacing mechanical exercises with communicative approaches and task-based learning. • Personal and Professional Impact: Mastering functional English provides students with crucial academic, professional, and social opportunities in a globalized world. • Practical Feasibility: It directly addresses observable classroom challenges that can be analyzed and improved through empirical observation and pedagogical strategy design.