Grammar in EFL Pedagogy: To be or not to be: Explicit or implicit grammar instruction in EFL
Birsen Tütüniş

Abstract
This think-piece discusses the major approaches to the instruction of grammar in EFL contexts, referring to key theories and studies in the concerning field of inquiry. The discussion also stretches the boundaries of the issue by addressing to the recent research in second language acquisition and initial English teacher education; thus, helps pool our thinking to seek various connections between the theory and practice of teaching grammar, which is quite illuminating to adopt a sound approach in grammar instruction for English teachers.

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