A number of issues in classroom second language instruction, particularly as they relate to grammar instruction, are considered in the context of recent research and theory. Discussion begins with a review of the nature and role of second language grammar instruction. Following this, these issues are explored: whether the native or target language should be used in explaining or discussing grammar; whether the inductive or deductive approach should be adopted; whether students can read basic grammar rules on their own, or need teacher intervention; whether grammar should occupy a central or more subordinate role in the classroom; how error correction should be used; whether students enjoy grammar and consider it necessary; and what constitutes grammar. The paper concludes that grammar is a necessary component of second language instruction, not to be either the primary focus of instruction or relegated to a status of unimportance, but viewed as a tool for development of communicative competence. Contains 31 references. (MSE)