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The present article argues that English language teaching specifically grammar is inappropriately premised on an outcome-based approach. Thus, it proposes an alternative, affordance–based approach to teaching, learning and using grammar. It also defines as use, agency, and not just structural manipulation for learning the language. In so doing, changing the environment and reconstruction are highly emphasized. That is to say, implicit learning grammar through interaction and practices may concern as the product of communication since language learners can benefit from opportunities for interaction to physical and social world through active engagement with the environment. In this case, classroom affordance is not the only opportunity for the language learning; thus, changing the environment and reconstruction are highly concerned. In this way, learning language is the matter of acting in the world and act upon as the matter of autonomy and agency. This way of learning can also result in implicit consciousness raising while provided with feedback. Thus, language learners can experience a phenomenon in the process of understanding a particular manner.

Affordance: A New Perspective on Functionalism and Teaching English Language Grammar