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The role of grammar instruction in foreign or second language acquisition is one of the most controversial issues in foreign/second language teaching and learning research. The advocators of grammar instruction argue that grammar should be the core of language instruction and formal instruction enhances formal accuracy. On the other hand, critics naintain that the grammar knowledge has limited uses and may hinder the students from acquiring the communicative competence and efficiency. Undoubtedly these two extreme theories often put teachers into a dilemma. What theory should they believe then? Do they accept the one and ignore the other?
