The role of grammar instruction in second language teaching has been one of the most contentious debates in applied linguistics for the past half century. Pendulum swings between grammar-heavy structural approaches and meaning-focused communicative methods have left many practitioners confused about what the research actually recommends. The contemporary consensus, supported by decades of classroom-based research, is both nuanced and practical: grammar instruction matters, but its effectiveness depends enormously on how, when, and for whom it is delivered.

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