ABSTRACT
Grammar is an essential tool for producing at minimum comprehensible sentences that can become a part of coherent text. Although in theory the value of explicit grammar instruction has been debated by researchers and methodologists alike, the basic fact is that “without grammar very little can be conveyed” Wilkins (1972, p. 111), as noted in chapter 7 . While numerous and raucous debates continue, grammar is the tool without which phrases, sentences, and text-spoken or written-cannot be produced. In grammar instruction, just as with vocabulary teaching, the first order of priority is to determine the teaching and learning objectives: what learners need to know and should be able to do.
