One of the key issues in second language learning and teaching
concerns the role and practice of grammar instruction. Does it make
a difference? How do we teach grammar in the language classroom? Is
there an effective technique to teach grammar that is better than
others? While some linguists address these questions to develop a
better understanding of how people acquire a grammar, language
acquisition scholars are in search of the most effective way to
approach the teaching of grammar in the language classroom. The
individual chapters in this volume will explore a variety of
approaches to grammar teaching and offer a list of principles and
guidelines that those involved in language acquisition should
consider to design and implement effective grammar tasks during
their teaching. It proposes that the key issue is not whether or
not we should teach grammar but how we incorporate a teaching
grammar component in our communicative language teaching practices.
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