Abstract
Writers of grammar textbooks need to base their work on a combination of theory and practical knowledge of the language-teaching classroom, meeting the needs of both teachers and students. In preparing a grammar textbook for publication, a writer will have to consider at least the following: the meanings possible for the phrase the teaching of grammar, a definition for pedagogical grammar, and the usefulness of direct and/or indirect teaching of grammar. The grammar textbook writer will also make decisions about the influence of proficiency levels on materials selection and use, and the selection and ordering of the materials in the textbook. In addition to issues that are unique to writing grammar textbooks, the textbook writer will need to consider issues in materials design more generally. Important among these broader design issues are the perceived conflict between fluency and accuracy, process and product, and least-to-most communicative activities.
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