A discussion, in French, of second language grammar instruction looks at the differences between a traditional linguistic approach to grammar learning, used less and less with the advent of communicative language teaching methods, and a sociolinguistic approach, which focuses more closely on the sociocultural context of functional variants of a speech act. Eleven principal elements of the situational context for a communication are enumerated. The content and processes of various grammar instruction methods (indirect, direct, communicative) are then outlined. It is argued that a narrow approach to grammar instruction is bound to produce miscommunication, while a more eclectic approach integrating both linguistic and sociolinguistic factors in communication can promote communicative autonomy in the learner and provide a tool for social integration. (MSE)