What is pedagogical grammar?

Although it could cover more areas, the term pedagogical grammar usually denotes the types of grammatical analysis and instruction designed for the needs of second language students. The unique character of this analysis and instruction may be difficult to see without also seeing how pedagogical grammar is related to other conceptions of grammar. Numerous conceptions have been proposed, as the article by Westney in this volume shows. However, a fourfold distinction can illuminate contrasts especially important for an understanding of the place of pedagogical grammar: grammar as prescription, grammar as description, grammar as an internalized system, and grammar as an axiomatic system.

Grammar as prescription

To most people, the term grammar suggests dos and don'ts. “Make sure that your verbs agree with their subjects.” “Never use me as the subject of a sentence.” These and other rules codify many of the distinctions between standard and nonstandard varieties of a language, and such rules often influence people in choosing between “good” and “bad” grammatical forms. Much of the time, though not always, decisions about what is good and bad are essentially arbitrary and do not often reflect any crucial principle of language or thought. Some of the clearest evidence for such arbitrariness comes from the history of languages: When a language changes, rules that a prescriptivist sees as crucial often fall by the way. In English pronouns, for example, standard usage no longer distinguishes between second person singular and plural references.