Likewise, areductive grammar focuses on a single distinguishing characteristic in the use of a particular grammar point.

In light of Terrell's and Higgs' and Clifford's observations, it seems that areductive grammar approach might solve these problems.

Areductive grammar approach consolidates the traditional, often multi-faceted grammar rules into one clearly expressed description to capture the essence of a function.

Areductive grammar approach centers on a simplified grammar, presented in for-the-student language that considers the student's previously acquired knowledge of grammar, and via direct and clear practice always emphasizing conceptualization.

Areductive grammar approach fosters more dependable binding of meaning to form and provides a means for monitoring for access of the needed rule.

3.0 A Comparative Analysis of aReductive Grammar Approach and its Predecessors

To determine how areductive grammar approach compares to mainstream approaches, it is essential to focus on the roles of grammar, teacher talk, and conceptualization in each method or approach.

Pedagogical grammar for areductive grammar approach is more apparent than in the Natural Approach.

The grammar taught in areductive grammar approach first must be simplified.

Areductive grammar would appear to provide just enough grammar to appease Higgs and Clifford as it would propel the learner to levels beyond 2+ while simultaneously even surprising disciples of Krashen and Terrell by creating beginning learners who not only are able to communicate, but are able to do so in a grammatically correct fashion.

This leads to the importance of the role of teacher talk in areductive grammar approach.

Within areductive grammar framework, teacher talk is of great significance.