Author(s)

Yulan Dai

Corresponding Author

Yulan Dai

Abstract

This paper aims to investigate conditional sentences in English Language Teaching (ELT) across three main dimensions: synthesis, pedagogical implications, and textbook analysis. It seeks to elucidate the meaning, form, and use of conditional sentences drawing from authoritative grammar sources, while addressing specific challenges faced by target learners. The paper proposes strategies to help students overcome these difficulties and critically evaluates the treatment of conditional sentences in textbooks excerpts. Emphasizing flexibility over rigid adherence to predefined forms, the paper advocates for teaching conditionals in a way that enables students to convey intended meanings effectively in diverse contexts.

Keywords

Conditional Sentences, Grammar pedagogy, Classroom instruction