ABSTRACT

A truly enormous amount of research has been published about the effectiveness of methodologies, approaches, strategies, techniques, and activities for teaching second language (L2) grammar. Although numerous definitions and guidelines have been proposed for prioritizing grammar to teach or not to teach and in what contexts, the principles for such pedagogical choices are not necessarily clear-cut. In contemporary language research, the emergence of research on the distinctions between various language genres and analyses of corpora have in a sense extended to similar deliberations of the differences between spoken and written grammars. Keith S. Folse proposes guidelines for instructional decisions regarding what grammar features to teach and in what settings. The guidelines for prioritizing grammar teaching may be more narrowly identified when learners' educational aims are relatively well-known and established. In general terms, grammar errors occupy a much more prominent place by far in research on L2 writing than L2 speaking.