Oui, à mon avis il est nécessaire de comprendre le pourquoi des choses pour un apprenant adulte, l'enseignement explicite de la grammaire aide à la mémorisation et à s'approprier la nouvelle langue ( puisqu'on justifier les choix) ce qui renforce l'utilisation correcte dans des situations nouvelles, inédites ( le réemploi et le réinvestissement) , je dirai même qu'on peut recourir à la L1 pour faire comprendre le phénomène linguistique, lever une ambiguïté, ...

Teaching grammar the theoretical way often has limits as to implementing its rules in practice, which requires a cognitive conscious that conflicts with our cognitive unconscious. Apart from memory issues, we bump into situations where it is too late to remedy unlearning. However, there is a way of going around this, especially if the L2 learner is an adult with already an L1 grammar. I experimented with teaching grammar as constructions in a comparative way. I taught it in a course I called "Comparative Constructions" in Saudi Arabia, and it worked. The fact of putting side-by-side in two constructions, say, in Arabic and English, for instance, the use of definiteness in both languages leaves an impact on the learner, who is already at a loss as to the vicissitudes of when and why to use a (un)definite article or not to use any (the zero-article).

Hello

It all depends on which language skill you want to teach. If you are teaching academic writing skill, the knowledge of applied grammar is essential, but it is as much important if you are teaching listening/speaking skill. For further details, please have look at my papers on Dogme ELT Approach available here at RG.

Explicit or implicit instruction of grammar has been a debatable topic. According to Norris and Ortega (2000), foreign/second language (L2) explicit instruction of grammar rules could result in significant gains if the purpose is to help L2 learners excel in tests of explicit knowledge. They indicated that it could have minimum effects if communication is the goal of L2 teaching and learning. However, teachers can employ a grammar-instruction approach focusing on both forms and functions if they aim to improve L2 learners’ knowledge and performance. For instance, a recent study by Harun et al. (2019) has revealed that concept-based instruction could help adult L2 learners master and apply intended grammatical rules within communicative activities. Here are the full citations.

Harun, H., Abdullah, N., Ab Wahab, N., & Zainuddin, N. (2019). Concept based instruction: Enhancing grammar competence in L2 learners. RELC Journal, 50(2), 252–268. https://doi.org/10.1177/0033688217716505

Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50(3), 417–528. https://doi.org/10.1111/0023-8333.00136

Good luck,

Thank you

indeed, it depends on the content.

It will enable adult language learners to avoid using the incorrect word forms or tenses by consciously monitoring their speech according to grammar rules. Grammar can help them improve upon the use of forms to achieve fluency and accuracy in their language expressions.

Thank you Mr Hassan. It helps achieve accuracy rather than fluency in their language expressions.

Yes, adults should also be taught grammar explicitly so that they don't make grammatical mistakes when they speak or write. I, as an ESL teacher, teach my undergraduate adult learners grammatical rules of the English language to make them achieve that fluency and accuracy which Mr. Hassan has rightly discussed.

Thank you very much Zahida Rizvi.

Yes, accuracy is the first goal sought in grammar teaching, however fluency can be achieved in doing so.

Grammar is the backbone of any language, therefore it essential

Most native speakers do not use perfect grammar. On the other hand, good grammar by an L2 speaker is likely to receive more respect from a native speaker.

In my opinion, a focus on grammar is more appropriate for advanced L2 learners. For the less advanced learners, the main goal is to be understood, even if the grammar is not perfect.