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Batstone, R. (1994). Grammar. Oxford University Press — Chapters 3, 4, 5 -…

- - - - Grammar is not only form, but also meaning and context of use
      - Grammar choices reflect speaker intention
    - - Grammar = system of options
      - Speakers choose forms based on:
        
        Meaning
        
        Context
        
        Communicative purpose
    - - Form: grammatical structure
      - Meaning: what is expressed
      - Use: why it is chosen in context
    - - Grammar varies depending on:
        
        Situation
        
        Discourse
        
        Social relationship
      - Grammar is dynamic, not fixed
    - - Grammar should be taught:
        
        In context
        
        With attention to meaning
        
        Through use, not rules alone
- - - - Grammar operates beyond the sentence level
      - Discourse shapes grammatical choices
    - - Grammar organizes:
        
        Information flow
        
        Topic and focus
      - Sentences are linked, not isolated
    - - Given vs New information
      - Theme vs Rheme
      - Word order reflects discourse priorities
    - - Cohesion:
        
        Reference
        
        Substitution
        
        Ellipsis
        
        Conjunction
      - Coherence:
        
        Logical flow of ideas
    - - Tense choice
      - Article use
      - Pronouns
      - Clause linking
- - - - Grammar teaching must connect rules, meaning, and communication
    - - Over-focus on rules
      - Lack of context
      - Limited communicative value
    - - Learners:
        
        Notice patterns
        
        Discover rules
        
        Reflect on use
      - Grammar awareness > memorization
    - - Grammar as:
        
        Problem-solving
        
        Interpretation
        
        Choice-making
      - Focus on form within communication
    - - Guide, not rule-giver
      - Create meaningful contexts
      - Encourage learner reflection
- - - - Grammar = Form + Meaning + Use
      - Grammar is:
        
        Context-sensitive
        
        Discourse-driven
        
        Pedagogically functional