Strengthening Grammar Teaching Through Language Awareness in Pre-Service English Teacher Training

Developing language awareness has been recognized as an important concept in the field of applied linguistics and teacher training in general, especially in terms of grammar teaching. This paper explores the importance of developing language awareness in terms of its application to the grammar domain in PreSETT. Based on insights derived from psycholinguistic, sociolinguistic, and functional approaches to linguistics, this study discusses the need to develop grammatical awareness in order to improve teacher competence, promote reflective pedagogy, enhance classroom interaction, and ensure an inclusive education system in multilingual communities. Utilizing the qualitative literature review methodology, this paper explores theoretical and empirical studies related to the concept of grammatical awareness and analyzes their implications for the practice of pre-service teachers in PreSETT. The study then points out some difficulties that might hinder the integration of grammatical awareness in pre-service teachers' training process and provides pedagogical suggestions in this regard.