Language Teaching Research Quarterly

This text critically examines traditional methodologies for teaching grammar in the context of Portuguese as a Foreign Language (PFL). It proposes an alternative, eclectic approach, which can be used in any foreign language. Drawing on evidence from research and pedagogical practices, it highlights areas for improvement in current approaches, such as the decontextualization of linguistic structures and insufficient gradual progression in exercises. The paper suggests a teaching framework based on Motivating-Grammaring-Applying (MGA), aiming to embed grammar learning in meaningful, communicative contexts and develop grammatical proficiency beyond mere rule memorization. The MGA model foregrounds the importance of authentic texts, student-centric discovery learning, and the application of learned structures in diverse communicative tasks. The paper further emphasizes the potential of digital tools and the importance of integrating grammar learning with other linguistic and cultural skills. Ultimately, this study encourages PFL teachers to diversify their pedagogical strategies and reconsider the role of grammar teaching in language learning, aiming at empowering students for effective communication in real-world contexts.