Using games to teach grammar to young learners

Teaching grammar to young learners remains a complex task, as traditional drill-based methods often clash with children’s cognitive and affective needs. This paper argues that games, when methodically integrated, provide an effective solution by combining structural practice with communicative engagement. Drawing on sociocultural and input-processing theories, it highlights how games foster motivation, reduce anxiety, and support meaningful repetition. Methodological principles such as developmental appropriateness, sequencing, scaffolding, and feedback are emphasized. The discussion acknowledges both benefits and challenges, concluding that games, if carefully designed, transform grammar learning into an engaging and pedagogically rigorous process.