Acquiring grammatical concepts in the light of structural theory

Specialists in education and psychology see that the cognitive lag in the language is divided between the prevailing methodological stereotyping that reaches stagnation and the delivery of material to the learner's mind takes divergent forms, and cognitive learning falters. Therefore, the contemplator in teaching grammatical concepts finds an unsatisfactory reality, and there is a constant complaint about it. The philosophy of the school and the goals of education still depend on transferring information rather than focusing on generating it, which led to a low level of achievement in it. It is noted that teaching grammatical concepts is still far from achieving the goals of acquiring grammatical concepts that need a functional aspect and adopting modern teaching methods and strategies to activate the teaching of ideas. Thus the success of education is linked to the success of the technique, as the right way can address many of the shortcomings in curricula, students' weaknesses, and the difficulty of the textbook. Therefore, it becomes clear the need to use effective modern teaching methods, strategies and methods in grammar teaching to stimulate students' motivation and develop their thinking abilities. The researcher believes that the constructivist theory depends on cognitive structures that are developed within structural stages. Piaget divided it into four stages: the sensorimotor stage, the pre-operational stage, the physical operations stage, and the abstract operations stage. The research aims to know the importance of acquiring grammatical concepts, the distinctive features of the idea, the components of the idea, their acquisition, stages, steps, stages of formation, and the factors affecting their learning, according to the constructivist theory principles and teaching models