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This chapter examines key theoretical perspectives underpinning effective grammar instruction for English Language Teaching (ELT) in Singapore’s primary schools. It distinguishes between implicit and explicit linguistic knowledge and explores how different theories conceptualize their relationship. The chapter reviews skill acquisition theory, Skehan’s cognitive theory, and cognitive-interactionist perspectives—including focus on form, pushed output, and corrective feedback. It also discusses task-based and consciousness-raising approaches suited to Singapore’s multilingual classrooms. Grounded in the national EL syllabus, the chapter concludes with pedagogical implications for balancing accuracy and communication, and for designing grammar instruction that supports both literacy development and learner engagement.

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Role of Grammar Teaching for Primary Schools: Theoretical Perspectives

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  • 发表日期：

    2026年

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  • Natsuko Shintani,
  • Sho Nakai

摘要

This chapter examines key theoretical perspectives underpinning effective grammar instruction for English Language Teaching (ELT) in Singapore’s primary schools. It distinguishes between implicit and explicit linguistic knowledge and explores how different theories conceptualize their relationship. The chapter reviews skill acquisition theory, Skehan’s cognitive theory, and cognitive-interactionist perspectives—including focus on form, pushed output, and corrective feedback. It also discusses task-based and consciousness-raising approaches suited to Singapore’s multilingual classrooms. Grounded in the national EL syllabus, the chapter concludes with pedagogical implications for balancing accuracy and communication, and for designing grammar instruction that supports both literacy development and learner engagement.