A New Perspective into Grammatical Competence in Second Language Learning: Expression-Oriented Grammar

Traditional grammar instruction fails to develop functional communicative competence, presenting isolated rules without coherent architectural understanding. This paper proposes Expression-Oriented Grammar as an alternative framework addressing fundamental pedagogical problems in English language education. The approach reconceptualizes grammar as an integrated system for expressing one's world through three interconnected domains: nominal grammar for describing things, verbal grammar for events and states, and adverbial grammar for situational contexts. Information arrangement and construction provide integrative mechanisms enabling effective resource utilization. Unlike fragmented school grammar, this framework offers coherent architectural perspective allowing learners to understand their position within the grammatical system. Case studies of BE/HAVE verbs and preposition "ON" demonstrate superior explanatory validity through unified semantic approaches based on cognitive linguistic principles. Expression-Oriented Grammar transforms grammar from obstacle to dynamic tool for creative expression, developing grammatical competence that enables meaningful communication rather than mere rule memorization.