ABSTRACT
In our introduction, we explore why teachers might pick up a grammar instruction book:
There’s something wrong with the way that grammar instruction has been traditionally taught.
“Teaching grammar in context” makes sense, but it’s harder than it sounds.
Close study of language concepts should probably be centered on actual examples of language use.
Monday looms—you need to tackle grammar, and you don’t know how to come at this subject confidently for your students’ benefit.
We then discuss each of these reasons, offering both explorations of these statements and potential answers to the questions implicitly embedded in these statements.