suggests that grammar should only be acquired implicitly through comprehensible input, as explicit consciousnessraising and teacher feedback are considered harmful to the natural, linear developmental sequences of all learners.

reinforces the behaviorist view that grammar is a static set of habits formed through mechanical repetition, ensuring that the one right answer is always prioritized over any external elements and contexts.

argues that grammar is a static area of declarative knowledge that should be taught exclusively through the learning of rules, as students only need to understand the how of the system rather than the why.

redefines grammar as a dynamic fifth skill involving the ability to use linguistic forms accurately, meaningfully, and appropriately, shifting pedagogy toward reason-driven practice to help students overcome the inert knowledge problem.

treats grammar as an arbitrary set of sentence-level restrictions, where the primary goal is to achieve native-speaker norms regardless of the student’s identity or the specific communicative purpose of the text.