Abstract
The recent history of the teaching of grammar, both for first- and second-language learning, has produced highly polarised and acrimonious debate. The repercussions have extended beyond the boundaries of linguistics into the social and political domain. The present generation of foreign-language undergraduates has been profoundly (if unknowingly) affected by this debate, as reflected in their approach to the learning of grammar, and any consideration of the methodology of language teaching, including that of CALL, must take account of it.
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