Grammar has been arguably regarded as the essential part of language, and it underlies diverse language uses includinglistening, speaking, reading, and writing. Whereas language teaching and learning has long been centered on the delivery of gram-mar rules, grammar has been proposed to be of social significance based on sociocognitive and sociocultural perspectives whichanalyse second language acquisition from social dimensions. Grammar has been put forward to be a social tool to mediate learners’ psychological and social activities, and it also functions as a social accomplishment, a mediation and an adaptive tool. This paperconcludes with grammar teaching pedagogies combined with social approaches while encourage students’ learning in their zone ofproximal development, and it is suggested to scaffold learners to internalize grammatical structures and to mediate communicativeactivities using this particular tool.
