| Abstract: | The teaching and learning of grammar used to be processed at the sentence level with paying little attention to discourse and context. Students were familiar with a lot of grammatical terms and were able to remember many rules. However, they often wondered why they could not use English properly and fluently although they had learned the grammatical rules quite well. This essay, taking grammar as resource for communication, suggests an approach by using ideational frameworks to the teaching and learning of grammar in a communicative context. |
