RETHINKING GRAMMAR AND COMMUNICATION

The role of grammar in the communicative classroom has yet to be deter mined. This article examines several recent views on grammar, then rev isits some of the perpetual problem areas in teaching grammar such as the deductive-inductive debate, the use of L1 or L2 for grammatical pr esentations, and the explicit-implicit controversy. Examples of contex tualized exercises, a guided inductive lesson using the target languag e, and the use of ''many instances of the same structure '' to suggest ways of introducing grammar into the communicative classroom. Since m uch of the current research favors more explicit teaching of grammar a nd since textbooks remain grammatically oriented, it seems clear that grammar and communication must join together in order to produce more proficient language users. The use of the target language for grammar explanations by the teacher and in the textbook may facilitate real co mmunication in the classroom.