Both critical thinking and contextual grammar require analyzing the details

In this section, we will cover the significance of synthesis in teaching critical thinking and 
integrating grammar into context. All communities, society, parents, teachers anticipate every 
student to be intelligent enough, so that they can face any life-problems, solve financial problems, 
psychological pressure they have in daily life, find answer to any subject-related questions, but 
people don’t expect critical thinking to be the key to overcome all the upcoming problems. The first 
thing what a critical thinker would do is to examine thoroughly by the moment of receiving piece of 
information. It can be in forms of set of data, situational problem or other variants.
Typical process of analysis for critical thinking has 5 phases: suggestion, problem to be 
solved, hypothesis, reasoning, testing [3]. It means that first, student encounters the problem. Then 
brain thinks deeply and looks for any suggestions. Consequently, perplexity has to be solved, 
difficulty must be intellectualized and turned into a problem (target is to feel the problem in order to 
overcome it). The next step is to come up with hypothesis, which might lead to observation, to 
analysis. Finally, it is time for playing it in practice to find out if the chosen analyses were 
practicable for further use.
In grammar-in-context teaching, practice plays the core role. It is the main difference between 
traditional way of providing grammatical rules and supplying it using the concept of context. “The 
value of the concept lies in its emphasis on relations rather than things” [4]. It means that the main 
focus in grammar is on structure of the sentence. That’s why comprehension of the concept of 
grammar itself is highly crucial for the learners.
Contextualized grammar has principles, which make the issue easier to follow. First stage, in 
inquiry, teacher observes and analyzes students’ current perception of grammatical topic, the level 
of their knowledge. Next step is giving the information. As mostly, context is used through reading 
comprehension skill, let’s consider that students get acquainted with the text, for instance. They are 
given context in order to understand the grammar rules. Second stage, in questioning, teachers 
guide students in receiving new information. Third stage is constructivism. Here students learn to 
frame their erstwhile knowledge of grammar by analyzing, making assumptions, having experience 
working with context. Fourth one is modeling. This stage shows students how to build sentences 
using that grammar, gives related-tasks and examples. It gives them a new image of that grammar. 
Next phase is called learning community. It enables them to share their ideas with other students 
and to join into the groups to make new contexts with grammar used by them. Sixth is about 
authentic assessment, they measure their knowledge in practice. Seventh is the last stage that allows 
the student to get feedback and work with correcting mistakes. 

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