earticle

영어

This paper reviewed critically various approaches to grammar teaching, based on the processes of second language acquisition and the construct of communicative competence. Second language acquisition was considered in terms of cognitive approach and the components of communicative competence and experimental studies related to them were reviewed. On the basis of such background, four different approaches were classified: the structured input approach, the product approach, the skill approach, and the process approach. The advantages and weakness were pointed out for respective approaches. The structured input approach enables learners to notice the targeted form through providing comprehensible structured input, especially developing learners' listening skills. The product approach contributes to taking in and structuring the focused input by explicitly focusing on specific forms and meanings so that it can promote learners' declarative knowledge of the target L2 grammar. The skill approach carefully guides learners to utilize grammar for their own communication. The process approach gives learners practice the skills of language use, facilitating the transition of their declarative knowledge into procedural knowledge so that L2 learners can develop the pragmatic competence and strategic competence of L2. Therefore, taken together, these approaches provide a comprehensive basis for effective grammar teaching. From this comprehensive point of view, grammar teaching can play a useful role as a tool for communicative language learning.