Syntax or grammar related to word order, agreement between sentence elements, ways to form questions, to negotiate assertions, and to focus or structure information among sentences. The last aspect is discourse, this aspect can help learners understanding the ways to connect sentences and organize information across sentence boundaries, structures for telling stories, engaging in conversation, etc., and scripts for interacting and for events. .
Grammatical knowledge also relates to the overall ability to use L2 namely reading, speaking, writing and listening. Having good grammatical knowledge enables learners to achieve all of these skills. According to Akira (2002), the grammatical knowledge relates to overall ability to use L2 in terms of four points: appropriateness, meaningfulness, accuracy and fluency. For example, to achieve the reading comprehension we need to understand the information given by the text, for instance, we can identify where the agent and theme of the text or identify the tenses of text or sentences. As argued by Givon (1995 in Zhang, 2012) the grammatical knowledge is important to the comprehension of texts in that it is essential to coherence building, as well as to word integration for establishing propositional meanings that enable text model construction and integration (Fender, 2001; Kintsch, 1998; Perfetti & Britt, 1995 in Zhang 2012). Moreover, in writing, the learners need to transfer their grammatical concept from oral language to written. In transferring their grammatical concept, the learners must have greater grammatical knowledge, because writing is a complex activity for many learners who acquire L2 (Chin cited in people.uwplatt.edu/~ciesield/graminwriting.htm). In addition, having sufficient grammatical knowledge also important in listening skills, for instance, the learners can differentiate the words that have similar sound but different meaning and form.
