Developing Grammatical and Speech Competence in English Through Integrated, Text-Based Learning

This article examines the theoretical foundations of grammatical and speech competence in English language teaching at the secondary school level. It clarifies the concepts of "competence" and "competency" as they appear in linguistic, pedagogical and lexicographic sources, and reviews the contributions of Chomsky, Hymes, Canale and Swain, and Widdowson to the communicative view of grammar. It also considers the CEFR framework and the role of text-based learning (reading comprehension) in teaching grammar in context. The study argues that grammar should be taught not as isolated rules but as a means of performing communicative tasks, and that the four language skills (listening, speaking, reading and writing) should be developed in integration. Typical learner difficulties, such as limited vocabulary, insufficient automatization and fear of making mistakes, are identified, and interactive, communicative approaches supported by digital resources are recommended.