earticle

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This paper delves into some aspects and issues that relate to grammar instruction in some representative language teaching approaches in the past four decades. With the advent of CLT as a turning point in ESL pedagogy, we have witnessed the decline of grammar instruction simply due to its lack of contribution to language proficiency. It is demonstrated in a host of ESL research, however, that grammar instruction still finds its vitality even in communicative instruction for enhancing learners' linguistic accuracy. Building on this exemplary evidence for the necessity of grammar instruction in language pedagogy, I argue that explicit grammar
instruction is more effective in the EFL setting, in which meaning-focused interactional activities are scanty. In addition, I suggest the use of the Internet corpus as a valuable means to provide a rich and varied context for instructed grammar structures in and out of class.