Pica, T.  (1994).  Questions from the language classroom:  Research perspectives.  TESOL Quarterly, 28.  pp.49-79.

      6. How much attention should be given to explicit grammar instruction?
       

    • While the importance of meaningful use of the target language in communicative activities is clear, there are cases where this type of interaction or even input may not be possible.  Direct access to grammar rules is another way to enhance learning.

      •  
    • Pienemann (1984a, 1984b) - German word order is acquisition is affected by linguistic and psychological complexity and also by learner readiness.  This readiness proceeds through four stages for all learners.

      •  
    • Several studies (including Doughty, 1991; Gass, 1982; and Pica, 1985) have shown a clear advantage for learners who received grammar.

      •  
    • However, Montgomery and Eisenstein (1986) showed that the strongest gains were by those who had both grammar instruction and communicative experiences.

      •  
    • "The effectiveness of grammar instruction appears to depend largely on selection and sequencing of grammar rules and careful assessment of learner readiness.  Some items are better off not taught, while the learning of others is enhance, indeed accelerated, through instruction."
 
References
Doughty, C.  (1991).  Instruction does make a difference:  The effect of instruction on the acquisition of relativization in English as a second language.  Studies in Second Language Acquisition, 13(4), 431-469.

Gass, S.  (1982).  From theory to practice.  In M. Hines & W. Rutherford (Eds.), On TESOL '81 (pp. 129-139).  Washington, DC: TESOL.

Montgomery, C., & Eisenstein, M.  (1986).  Real reality revisited:  An experimental communicative course in ESL. TESOL Quarterly, 19(2), 317-333.

Pica, T.  (1985).  The selective impact of classroom instruction on second language acquisition.  Applied Linguistics, 6(3), 214-222.

Pienemann, M.  (1984a).  Learnability and syllabus construction.  In K. Hyltenstam & M. Pienemann (Eds.), Modeling and assessing second language acquisition (pp. 23-76).  Clevendon, England:  Multilingual Matters.

Pienemann, M.  (1984b).  Psychological constraints on the teachability of languages.  Studies in Second Language Acquisition, 6(2), 186-214.


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