A Case for Explicit Grammar Instruction in English as Second/Foreign Language Classrooms

Authors

Kent Williams, Brock University

DOI

10.58809/KNPF4153

Abstract

Not surprisingly, one’s first language (L1) is not learned from having studied its grammatical rules. On the contrary, it is acquired as a result of exposure to a substantial amount of unmodified linguistic input from the surrounding environment. However, as cognition develops over time, the ability to process input in this manner invariably declines; thus, in order to acquire an additional language following cognitive maturation, one may need to rely upon different cognitive processes altogether (Ellis, 2008).

Recommended Citation

Williams, Kent (2013) "A Case for Explicit Grammar Instruction in English as Second/Foreign Language Classrooms," Academic Leadership Journal in Student Research: Vol. 1, Article 7.
DOI: 10.58809/KNPF4153
Available at: https://scholars.fhsu.edu/aljsr/vol1/iss1/7