Pedagogical grammars have always been a mirror reflection of descriptive grammars. This situation has led to different degrees of emphasis placed on grammar in language teaching. The position of grammar in language teaching has swung from grammar driven audio-lingual methods to communicative approaches which consider grammar as something peripheral. The purpose of this paper is to outline briefly the historical development which has led to this situation and suggest 'a framework for teaching new grammatical items pedagogically and communicatively.
Nuwara Imssalem