GRAMMAR TEACHING FOR THE ACQUISITION-RICH CLASSROOM

This article focuses on a reconceptualization of the nature of instruc tion in grammar for the acquisition-rich, communicative classroom. Beg inning with the acknowledgment that comprehensible meaning-bearing inp ut is necessary for second language acquisition, traditional instructi on as explanation plus output practice is questioned. It is then sugge sted that grammar instruction would be more congruent with overall ins truction if it were input oriented The article then outlines a type of input-based instruction in grammar called ''processing instruction,'' citing empirical evidence for its usefulness in addition to offering suggestions for continued exploration of grammar instruction.