Abstract

Objectives: The study aims to evaluate the justifications for favoring one of the two approaches by examining the nature of the two concepts and analyzing their functions in serving linguistic studies. It also seeks to demonstrate that the sharp separation between grammar and linguistic sciences is not accurate, as they intersect in central objectives such as explaining linguistic phenomena and developing linguistic competence, while differing in their perspectives and analytical mechanisms. Methodology: The study adopted the comparative method, employing both terminological and functional analytical tools. The research also examines the impact of cognitive developments and modern linguistics on the reconfiguration of the concept of grammar, freeing it from traditional scholastic rigidity through contextual and functional approaches that restore the linguistic phenomenon to its dynamic and real-life vitality. Conclusion: The study concludes that the preference between the two disciplines should not be exclusionary, but rather a functional and epistemological determination of which approach is more suitable for analyzing particular linguistic data.