The place of grammar instruction in second or foreign language (L2) pedagogy has always been highly controversial and although there is currently consensus that such pedagogic intervention is beneficial, numerous questions remain as to how it should most propitiously be conducted. Different theoretical perspectives have resulted in a wide array of instructional options intended to enhance the effectiveness of grammar teaching, both with respect to ensuring fuller understanding of grammar rules and helping learners use these rules in communicative interaction. The paper provides a selective overview of such "new solutions" and argues that they have not really contributed much to solving the "old problems" of grammar instruction. Reasons for this state of affairs are considered and some suggestions for how the situation can be improved are offered.