The place of grammar instruction in second or foreign language (L2) pedagogy has always been highly controversial and although there is currently consensus that such pedagogic intervention is beneficial, numerous questions remain as to how it should most propitiously be conducted. Different theoretical perspectives have resulted in a wide array of instructional options intended to enhance the effectiveness of grammar teaching, both with respect to ensuring fuller understanding of grammar rules and helping learners use these rules in communicative interaction. The paper provides a selective overview of such “new solutions” and argues that they have not really contributed much to solving the “old problems” of grammar instruction. Reasons for this state of affairs are considered and some suggestions for how the situation can be improved are offered.

中文翻译：

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外语语法教学：新解决方案，老问题

第二语言或外语 (L2) 教学法中语法教学的位置一直备受争议，尽管目前人们一致认为这种教学干预是有益的，但关于如何最有利地进行这种教学干预仍然存在许多问题。不同的理论观点导致了广泛的教学选择，旨在提高语法教学的有效性，既要确保对语法规则的更全面理解，又要帮助学习者在交际互动中使用这些规则。该论文选择性地概述了这些“新解决方案”，并认为它们对解决语法教学的“老问题”并没有真正的贡献。考虑了这种情况的原因，并就如何改善这种情况提出了一些建议。