Grammar instruction remains central yet contested in language education. This article argues for a balanced approach that integrates explicit rule teaching with implicit, meaning-driven activities and task-based learning. While traditional rule-focused methods fail to develop communicative competence, purely implicit approaches often cannot cultivate the grammatical accuracy essential for academic and professional success. Task-based learning emerges as a promising framework that embeds grammatical focus within meaningful communication. We conclude with practical recommendations for input provision, output opportunities, form-focused intervention, and accommodation of individual learner differences.

Adult ESL learners, grammar instruction, explicit and implicit teaching

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