chapter  7
16 Pages

On the Use of Selected Grammatical Features in Academic Writing

The usefulness (or lack thereof) of explicit grammar instruction in learners’ acqui­ sition of a second or foreign language has long been a topic of debate in applied lin­ guistics. Krashen (1982)— and those agreeing with him-have argued that explicit grammar instruction is of little or no consequence in facilitating second-language acquisition. From Krashen’s perspective, knowledge of grammar only helps learners to monitor their production (time permitting). He and his sup­ porters further argue that extensive exposure to comprehensible input in the target language is the best means of promoting second-language acquisition.