Description
a grammar teaching sequence should not move to production until the knowledge of the target grammar is established receptively;
the transition from the receptive to productive processing of the target grammar should be gradual and seamless;
the target grammar should be practised with vocabulary that the learners are highly familiar with in order to minimize cognitive load;
language learners should only be taught grammar structures which are highly frequent, have high surrender value and that they are developmentally ready to learn
in order to prevent forgetting, the target grammar must be recycled several times over the weeks and months after it was first taught
interleaving practice with two or more structures is beneficial for retention
grammar teaching should be as multimodal as possible
the synergy of explicit and implicit instruction is more effective than either type of instruction on its own
automatic/fluent retrieval is a must when it comes to the most important grammatical features
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