ABSTRACT
This chapter examines the issue of second language (L2) grammar acquisition and the role that grammar instruction plays in the development of grammar knowledge. It begins with an overview of the theoretical issues and controversies in this area. Then, drawing on findings of current theory and research in second language acquisition (SLA), the chapter examines the research evidence related to the role of grammar instruction. A number of research areas are reviewed ranging from studies on the impact of grammar instruction on improving L2 learning in general to those about the role of different types of instruction, the conditions under which instruction is effective, factors influencing the success of instruction, and also whether and how explicit instruction contributes to the development of implicit knowledge. The chapter concludes with the implications of the issues discussed in relation to classroom pedagogy and further research.
