September 2007
Volume 11, Number 2

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Grammar-Based Teaching: A Practitioner's Perspective

Betty Azar


This article addresses the role of grammar in second language instruction from the point of view of a longtime practitioner. It outlines the basic methods and assumptions underlying Grammar-Based Teaching (GBT), which the author sees as an effective, ever-evolving, and widespread pedagogical practice. The article discusses the importance of fundamental understandings of grammar concepts to effective language use by native and non-native speakers alike and explains that GBT engenders conceptual awareness of language structures even as it focuses on morphological particulars. Distinctions are made between GBT and other ways of including a grammar component in L2 curricula. With the fading of the naturalist movement in language teaching, the author sees a blending of GBT with Communicative Language Teaching and growing accord among academics and practitioners in terms of the positive role grammar teaching can play in balanced programs of second language instruction.

Keywords: EFL, ESL, grammar, syntax, pedagogy

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