They already have established expectations of language instruction Conceptual Orientation Grammar instruction can raise the consciousness concerning the differences and similarities of L1 and L2. Grammar instruction can be used as a linguistic map. They take on meaning only if they are situated in context. They take on meaning if only in connected discourse. They will become internalized only if the learner must use them for communicative purposes.
Many textbooks have manipulative drills grounded in shallow and artificial contexts.
Explicit grammar instruction advocates a direct and overt role on the part of the teacher. The result is a passive learning role for the student. Implicit grammar instruction rejects the need for formal grammar analysis. Advocates insist that students acquire language naturally if they can get enough comprehensible input from the teacher. Reformulating Grammatical Instruction neither approach acknowledges the critical role of the teacher in negotiating classroom explanations.