The Role of Grammar in Second Language Acquisition (SLA)
Keywords:
Second Language Acquisition (SLA); grammar instruction; communicative competence; input hypothesis; noticing hypothesis; focus on form; explicit instruction; task-based learning; form-focused instruction; language pedagogyAbstract
This article examines the role of grammar in Second Language Acquisition (SLA), tracing its significance through historical, theoretical, and pedagogical perspectives. While early models either emphasized repetitive practice or minimized grammar instruction in favor of meaning-focused approaches, contemporary research suggests that grammar plays a vital role in communicative competence. Drawing on frameworks such as Krashen’s Input Hypothesis, Schmidt’s Noticing Hypothesis, and Long’s Focus on Form, the article argues that grammar instruction is most effective when integrated into meaningful communication. Explicit instruction, combined with opportunities for interaction and authentic tasks, helps learners develop both accuracy and fluency. Challenges such as balancing grammar with communicative practice, addressing learner differences, and avoiding overemphasis on rules are also discussed. The article concludes that grammar should be viewed not as an isolated set of rules but as a dynamic resource that supports linguistic accuracy, communicative effectiveness, and overall language development in SLA.
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