Yes, for grammar results are probably more contrasted, I can’t tell for sure since most papers I read are about vocabulary.
Personal experience however tells me that explicit teaching is a good way to know what’s going on, which is very valuable for highly grammatical languages. Again, in a perspective of "bootstrapping". I think what institutional language teaching is missing is that the needs of students, and thus the effectiveness of various methods, change with their proficiency. Like the fact bilingual dictionaries are better for beginners or intermediate learners while monolingual ones are more suited for advanced ones. Sadly, too often teachers (as well as students) are trapped in dogmatic approach where something is either good or bad on the whole spectrum...
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Yes, for grammar results are probably more contrasted, I can’t tell for sure since most papers I read are about vocabulary.
Personal experience however tells me that explicit teaching is a good way to know what’s going on, which is very valuable for highly grammatical languages. Again, in a perspective of "bootstrapping". I think what institutional language teaching is missing is that the needs of students, and thus the effectiveness of various methods, change with their proficiency. Like the fact bilingual dictionaries are better for beginners or intermediate learners while monolingual ones are more suited for advanced ones. Sadly, too often teachers (as well as students) are trapped in dogmatic approach where something is either good or bad on the whole spectrum...