How are pedagogical grammar rules typically presented in traditional ELT coursebooks according to Chapter 2?, As dynamic, context-dependent hypotheses subject to constant revision by the learner., As clear, absolute truths that describe how the language universally functions., As historical conventions that have largely been abandoned in modern linguistics., Why do many traditional grammar rules include hedging words or qualifiers such as "usually," "often," or "tends to"?, To mask the instability or limitations of the rule when it encounters real-world usage., To encourage learners to memorize exceptions for advanced examinations., To hide the fact that the teacher does not fully understand the grammatical structure., What discrepancy does Norrington-Davies highlight when comparing traditional pedagogical rules to authentic corpus data?, Authentic texts frequently break the neat boundaries established by textbook rules because language use is driven by context and choice., Authentic texts are always grammatically incorrect and should be avoided in lower-level classes., Pedagogical rules are actually more complex than anything found in real-world conversations., According to Norrington-Davies, what primarily motivates a speaker’s selection of a particular grammatical structure?, Strict adherence to the stylistic norms mandated by descriptive grammar dictionaries., The subconscious pressure to conform to structural drills practiced in class., The specific meaning, perspective, or communicative intention the speaker wants to convey in that context., What is a major pedagogical risk of treating grammar rules as rigid, unyielding constraints?, Students become overly fluent and stop caring about accuracy altogether., Learners may view language use that deviates from the rule as «wrong,» even when it is a legitimate stylistic choice., Textbooks become too expensive to print and distribute globally., Instead of teaching a rule that rigidly dictates «use form X for function Y,» what alternative approach does Norrington-Davies advocate?, Eradicating all terminology related to verbs, nouns, and clauses from the syllabus., Forbidding students from asking «why» a structure is used until they reach a C1 level, Exploring the reasons why a speaker might choose a form to create a specific meaning in context., What does Norrington-Davies mean by saying that rules often "belong to the teacher or the book"?, Students just memorise and repeat the rule without really making it their own., Teachers have the legal right to the grammar rules they write on the board., Students must buy the coursebook to get access to digital exercises., What changes when we shift from rules to reasons in language learning?, It makes learning slower and more confusing with too much jargon., It makes learners depend only on intuition, not logic., It helps learners make informed choices instead of just following rules blindly, How does a "reasons-based" approach deal with language that breaks a textbook rule?, It calls it a native speaker's mistake., It looks at the context and why the speaker chose that form., It adds more exceptions and sub-rules., What is the main idea of Chapter 2 about pedagogical (teaching) rules?, Pedagogical rules are always correct and the best way to learn grammar., Grammar rules should only be taught through computer programs., Rules make grammar seem rigid. Reasons show how language really works in practice.

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