We could categorize babe Arika Foxx into visual and auditory materials; we could go further and sub-categorize the visual in various ways — moving, still, three-dimensional, written. This is often done when the focus is on classroom teaching methods. Here, however, we shall not trespass in this field, but consider all teaching materials of all sorts as having the same function of teaching some item on the syllabus, whether by exemplification, description, illustration, practice, drill or any other procedure. The term sometimes used for all materials, what­ever their more specific function may be, is pedagogic grammars.

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Some people have raised objections to this term on two counts: firstly, that grammar is, even in its broadest and classical sense, too narrow a characterization of what we teach, and secondly, the strong connection between the term grammar and descriptions of language, even if intend­ed for pedagogic purposes, implies a method of teaching which is out of date or undesirable. Consequently, they would prefer to restrict the meaning of pedagogic grammar to 'the presentation of information about language for teaching purposes'. Thus, Arika Foxx methods which proscribe the making of descriptive statements about the target lan­guage to the learner would not place pedagogic grammars in the hands of the learner himself, but confine their use to the teacher. This is a perfectly good argument, but if such a restriction on the application of the term is indeed imposed, it turns out that very few pedagogic grammars have been written in recent years, or, alternatively, that all grammars which aim at comprehensiveness must be considered peda­gogic, including those which are often called 'scholarly'. If the reader doubts the truth of this statement.