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course book grammar is less to do with whether they teach will before going
to, or the future passive as an entirely novel (i.,e. non-derived) entity,
but that they teach grammar AT ALL - in this kind of “structure of the
day” approach - the delivery model of learning. This does not mean I am
anti-grammar - teachers need to know their grammar fairly well so as to be
able to respond to the linguistic challenges thrown up by texts and
students. But (as I said in a piece in the EL Gazette in January that was
wrongly attributed to Deborah Cameron):
When I wrote this I thought it was a fairly original thought, but now I
find that Dave Willis said more or less the same thing in 1994:
“In helping learners manage their insights into the target language we
should be conscious that our starting point is the learner’s grammar of
the language. It is the learner who has to make sense of the insights
derived from input, and learners can only do this by considering new
evidence about the language in the light of their current model of the
language. This argues against presenting them with pre-packaged structures
and implies that they should be encouraged to process text for themselves
so as to reach conclusions which make sense in terms of their own systems”
(A Lexical Approach, in Bygate el al: Grammar and the Language Teacher)”