This paper discusses popular notions of how grammar should be presented in the ESL classroom. Reference will especially be made to recent empirical and theoretical bases to grammar instruction which incorporate the role of various language sub-systems and acquisition processes. Drawing particularly on the findings of a study that examines the roles of meaning and structural aspects in processing language, this paper will make suggestions for grammar instruction in Malaysia.
- grammar instruction,
- implicit learning
Available at: http://works.bepress.com/arshad_abdsamad/12/