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Language teaching theorists down the ages have continually affirmed that language learning must be more than “learning the grammar”. Ploetz (1865), the foremost grammar-translation protagonist of the nineteenth century, considered that “grammar should be the most important part of a linguistic training and all language courses should begin with this basic training. But,” he continued, “it is dangerous to believe that everything is done once grammar is learned”. Newmark, a more radical methodologist, says, “the study of grammar as such is neither necessary nor sufficient for learning how to use a language”. Newmark advocates using the language and letting the students imitate as best as they can”.
(RIVERS, W. Mental representations and language in action. In: SAVIGNON, S. J. Communicative competence: theory and classroom practice. Readings. 1993. Adaptado)
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