In this essay I will discuss several insights from the article Current Issues in the

Teaching of Grammar by Rod Ellis. I am focusing on massed and distributed

instruction, intensive and extensive instruction and the difference between focus on
form and focus on forms.
It is safe to say there are countless ways of teaching grammar and there is research
to support each of those ways. On some types of instruction there is an abundance
of research to be found, on others not so much. When it comes to massed and
distributed instruction, three intensive ESL (English as a Second Language)
programmes in Canada make a good source. This programme roughly divided into
three versions: a distributed programme, in which learners are taught over the course
of 10 months, a massed programme, in which above average learners are taught
over the course of 5 months, and a massed plus programme, in which mixed ability
learners are taught over the course of 5 months in conjunction with out of class
opportunities. Even though a clear outcome was that learners from the massed an
massed plus programmes outperformed the learners from the distributed
programme, this does not necessarily say a lot about their progression in grammar.
There is a need for further research on this topic regarding grammatical structures,
and so nothing definitive can be said.
Though the massed-distributed distinction refers to how a grammar course is
planned and performed, the intensive-extensive distinction focuses on whether one
lesson addresses one or more grammatical structures. Intensive instruction
centralizes one grammatical structure, presented in one or a few lessons. Extensive
instruction on the other hand deals with several grammatical structures in one lesson.
Although this last form can be used indirectly, for instance during the discussion of a
written letter of communicative assignment, most teachers would prefer the intensive
instruction. As a teacher to be I can resonate with this, as presenting several
grammatical topics in one lesson seems at the very least chaotic. The intensive form
of instruction allows a teacher to discuss a grammatical structure thoroughly and indepth, establishing the structure so that the learners can use it on their own.
Whether the discussion of grammatical structures is focused on form or focused on
forms, depends on whether the presentation of it is predetermined or not. Attention to
predetermined grammatical structures is usually intensive and looks a lot like classic
grammar lesson. The teacher has prepared the topic and presents it to the learners,
one grammatical structure at a time. Even though I stated before that I prefer this
form, I believe it is also important to focus on grammar during communicative
activities. In this form of instruction, which is usually extensive, the teacher addresses
a variety of grammatical topics in accordance to the learners needs during the
activity and so the presentation of the topics is not predetermined. From my
perspective, this focus on forms instruction is an excellent second step after
presenting the topics in a predetermined and intensive manner. This way the learners
will be familiar with the structure and learn to recognize them in practise.
In conclusion, each form of instruction in the teaching of grammar can be practised in
many ways and there is no such thing as the perfect approach, as the manner of
teaching undoubtedly depends on the dynamics of the class and personal
preference. Though I prefer intensive instruction, I certainly see the benefits of
teaching in accordance to the learners needs during communicative exercises.

Source:
Ellis, R. (2006). Current Issues in the Teaching of Grammar: An SLA Perspective.
Tesol Quarterly.