Explicit Grammar Instruction in L2 Learners'Writing Development:Effective or Ineffective?

It has long been in dispute about whether explicit grammar teaching is more effective in second language learning or implicit grammar teaching is.However,there are more than one factor to take into consideration while discussing which way is better for L2 learners.This short essay aims at depicting three respects concerning grammar teaching,namely learning context,language learners'beliefs and needs,and grammar instruction.When educators and practitioners try to adopt grammar instruction either implicitly or explicitly in L2 learners'writing development,they probably need to consider the above three factors and to find out the best way to produce more effective teaching results among their students.

On Effectiveness of Explicit Grammar Instruction

This paper gives a literature review to a controversial question: if grammar rules should be taught explicitly. By reviewing the relevant literature, the paper discusses from the following five aspects: if explicit grammar instruction(EGI) is effective; if EGI facilitates interlanguage; if the effectiveness of EGI lasts in the long term; if there are means to maintain the effectiveness of EGI and if EGI can be applied to all grammar rules. Based on the discussion, the paper draws a conclusion about the significance of EGI and discusses its pedagogical implications.

Grammar Instruction and Evaluation of an EFL Textbook of China

By examining recent studies on grammar instruction, which reflect the waxing and waning of grammar instruction in history, and some new teaching approaches and techniques in grammar teaching, this paper concludes that grammar instruction does make a difference to foreign language teaching and thus is important and necessary for Chinese leamers, especially English majors, to develop their ability of using the language accurately and fluently in real life. And on the basis of it, this paper evaluates an EFL textbook of China in terms of some grammar teaching approaches and techniques to illustrate the application and practice of these new perspectives and new teaching approaches and techniques in Chinese foreign language teaching and leaming.

Vicissitudes of Grammar Instruction and the Significance of English Grammar to Middle School Students in China

Grammar has experienced its vicissitudes or ups and downs in the course of language instruction. It was once regarded as the most crucial issue in language instruction. However, the recognition of transformation in the kind of proficiency that learners need, together with the achievements obtained in such fields as linguistics and teaching methodology and so forth, result in the Great Grammar Debates. Consequently, as a shackle on learners＇ imagination, grammar became irrelevant. In the last few years, however, the pendulum of grammar instruction seems to be on the return swing because of public pressure for standards and testing. Grammar instruction experiences the similar rises and falls in China and viewpoints from middle school students should be taken into serious consideration while we carry out English teaching in China.

The challenge and necessity of grammar instruction in China

There have been debates on the necessity of grammar teaching in the English language teaching in China over the past few decades. This paper has attempted to elaborate on the necessity of grammar teaching from such angles as the definition and characteristics of grammar, the nature of ELT in China, the challenge of grammar instruction and a survey about correlation between grammar recognition and English proficiency.

An Examination on Grammar Instruction in JEC

By selecting one unit in Junior English for China （JEC）, a textbook for middle school students in some regions in China, this paper aims at analyzing how the grammar feature： Existential There is instructed in terms of form, meaning and use, while answering some questions raised by Parrott in his Grammar for English Language Teachers. A conclusion is then drawn with regard to its form-based instruction on basis of the analysis and discussions.

Focus on Forms and Focus on Form in Grammar Instruction

Recently, debates on grammar instruction has been revolving around whether to focus on form, forms, or meaning. Focus on form and focus on forms have been defined and differentiated by many SLA researchers. A body of research has been conducted to investigate and compare the effectiveness of the three methodological options. The choice among the three will directly determine methodological options of language instructors. This paper is aimed at providing an annotated bibliography of recent papers on the research into focus on form and focus on from. It is hoped that this paper will be of some value to language researchers in this field and English teachers alike.

Social and Political Dimensions of Communication in Grammar Instruction: What Teachers Should Contemplate

Successful language learning entails two levels of competence： adequate control of the grammatical system of the target language and ability to effectively communicate in pragmatic contexts. Espoused by the mantra of much inculcated communicative orientation in English language teaching and learning, the divination points to pedagogical trends which essentially ）ettison grammar instruction in the classroom. However, language is not merely a tool of communication but an instrument of social control, political power, and economic mobility, all of which require not only skills to ＂get your message across＂ by whatever means, but more importantly, the accurate use of and facility with language that has been codified and assessed formally by standardized tests. This paper critically examines the role of grammatical accuracy and its relation to communication in terms of social and academic functions of English and advocates a revival of currently penurious grammar instruction. Examples from both native and nonnative speakers of English are used to illustrate the interface between grammar and social and political dimensions of communication through language.

The Place of Language Forms in a Communicative Language Classroom

The place of language forms in a communicative language classroom has been addressed by many researchers over the past decade. This article reveals the challenge it poses to classroom practitioners in China and seeks the optimal treatment of language forms in a tertiary level language classroom.