Grammar Teaching for the Acquisition‐Rich Classroom

ABSTRACT This article focuses on a reconceptualization of the nature of instruction in grammar for the acquisition‐rich, communicative classroom. Beginning with the acknowledgment that comprehensible meaning‐bearing input is necessary for second language acquisition, traditional instruction as explanation plus output practice is questioned. It is then suggested that grammar instruction would be more congruent with overall instruction 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