Methodology for Organizing Grammar Tasks Based on Digital Texts

The article examines the methodology of organizing grammar tasks based on digital texts in teaching native language grammar at the primary school level. In the context of rapid digitalization of education, there is an increasing need to reconsider traditional grammar instruction approaches that often focus on isolated rule memorization rather than meaningful language use. This study argues that digital texts provide a productive instructional context in which grammatical structures can be taught as integral components of meaning-making processes.
The article presents a comprehensive analysis of grammar task types designed for digital environments, including text expansion, reduction, editing, comparison, and summarization. These tasks are grounded in a cognitive approach that promotes learners’ active engagement, analytical thinking, and conscious understanding of grammatical forms and functions. The use of interactive features, visual supports, and automated feedback mechanisms is shown to enhance students’ motivation, sustain attention, and accommodate age-related cognitive characteristics of primary school learners. The scientific novelty of the study lies in conceptualizing digital texts as a central didactic unit rather than a supplementary tool in grammar instruction. The proposed methodology integrates grammar learning with reading comprehension and language development, enabling students to apply grammatical knowledge in meaningful communicative contexts. The findings and methodological recommendations of the article can be applied in primary language classrooms, as well as in the development of digital learning materials and teacher training programs. Overall, the study contributes to the modernization of grammar teaching practices in primary education through the effective integration of digital technologies.