Introduction

The received view on language learning and teaching is based on the idea that the goal of language acquisition is communicative competence, which is commonly postulated to comprise four distinct types of knowledge and skills: linguistic, sociolinguistic, pragmatic, and strategic. Once perceived as the sole key to success with language, linguistic competence comprises knowledge of the grammar and vocabulary of a language and the ability to use words and syntactic structures effectively, i.e., accurately and meaningfully, in a spontaneous way.

At the same time, views on the role of grammar in the learning and teaching of a language vary greatly. For some, grammar is simply a set of rules to be presented and practised to ensure accuracy; for others, grammar need not even be taught, as learners will acquire it on their own on the basis of the language input that they are exposed to in the process of language acquisition. The former perspective owes much of its persistence to the popularity of the Grammar Translation Method. The latter is the more recent view often taken by the proponents of communicative and proficiency-based teaching.

Regardless of the orientation, the role of grammar instruction in learning and teaching a language cannot be denied. What is at stake is how to ensure the use of grammar that is accurate, meaningful and appropriate to the situation. Although most attention in teaching grammar is nowadays given to issues such as interface vs. non-interface position, focus on form vs. focus on forms, and efficient and corrective feedback (Ellis 2006), the question whether grammar should be learned and taught deductively or inductively is still a basic problem that teachers must resolve in their everyday professional life.