On the Use of Selected Grammatical Features in Academic Writing

The usefulness (or lack thereof) of explicit grammar instruction in learners’ acquisition of a second or foreign language has long been a topic of debate in applied linguistics. 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 supporters further argue that extensive exposure to comprehensible input in the target language is the best means of promoting second-language acquisition.