Teaching and learning the grammar of an SL are believed to form the core by
which the SL system is mastered in a balanced way for form and function. In the
Indian context, SL grammar learning and teaching have traditionally received a
position of primacy. Research arguments on learning and teaching of grammar may
be for or against a focus on accuracy or
fluency, for or against the deductive or the
inductive methods of teaching grammar depending on the research undertaken with
5
different perspectives (
Bloor & Bloor 2004;
Chalipa
2013;
DeKeyser, 1998, 2001;
Ellis, 2001, 2002a, 2006; Leow, 1998, 2001, 2002; Nasaji & Fortos
2011;
Nunn 2006,
2013;
Rutherford, 1987, 1988; Schmidt, 1990 1993, 2001; Simlin 2013;
Skehan,
1998; Tomlin & Villa, 1994; Wong et al 2011)
. Whatever direction the pendulum of
research may swing towards, the overriding concern of SL learners
and users has
always been achieving both accuracy and fluency in language production. However,
for Indian learners, the anxiety is more for accuracy rather than for fluency.
The issue investigated here is
the role of accuracy
in SL learning that can lead
to fluency and communicative competence, and efficient production. The SL
discussed is English. This paper reports a study that investigated these issues: a.
Should focus
-on-
form (FonF) grammar be a major aim in ELL for communicative
competence?; b. If i
t is, then how should FonF grammar be taught? The questions
have been investigated in the Indian context.