Lindita Kaçani, Pavllo Cicko: How to improve the approach to foreign language grammar teaching


The teaching of grammar has been one of the most controversial issues in foreign language education. The demand for superior communicative ability in the target foreign language has made confused teachers about the approach in teaching grammar for a communicative purpose: teaching grammar explicitly or implicitly. Reviewing relatively recent theoretical and empirical studies on formal explicit and implicit grammar instruction, the paper presents the need of both types of grammar instruction to promote foreign language acquisition. Considering historical backgrounds on their use by foreign language teaching methods, the recent perspectives on the use of explicit approach in a communicative context, the choice of either type of instruction is greatly determined by the educational objective, differences in the specific language feature that is being taught as well as by differences in learners’ and teachers’ characteristics, abilities and preferences. Teachers need to be eclectic in selecting the appropriate instructional strategy to address the needs of their learners and contexts

MENON: Journal Of Educational Research, (ISSN: 1792-8494)
Full article: ISSUE 2a, 2013 (p. 69-79)