In spite of this revived support for the value of focusing on form, there is still uncertainty,for many teachers, aboutthe role of grammar and how it is most effi- ciently taught and learnt. Among teachers who are themselves products of an
education system in which the formal teaching of grammar was anathema, this uncertainty is often accompanied by considerable worry and doubt about their own KAL (or metalinguistic awareness), and about the impact it might have in
the teaching/learning process. It is this knowledge (TMA) which forms the focus of the rest of the paper.