El papel de la grmática en la enseñanza-aprendizaje inicial de la lengua extranjera

This article examines the role of grammar teaching in early foreign language learning. It is argued that in spite of the pervasive belief in children’s natural capacity for acquiring a second language, progress in the foreign language classroom will be slow if young learners’ attention is not selectively directed to formal elements of the linguistic system. A rationale is provided using R. Ellis’s model of L2 learning in an instructional setting and a taxonomy of implicit and explicit techniques for focusing on language form, drawn from the research literature, is presented. Finally the contribution of formulaic speech to the development of children’s linguistic competence is considered.