A reader from the former USSR writes:
“Before I thought that school methods are only used in USSR, but now I see this is a worldwide problem.”
When I was a kid in the ‘80s, if you wanted to reject a classmate’s idea and do it with style, you questioned the origin of that idea.
CLASSMATE (usually a girl): “Hey, why can’t we all share instead of fighting?”
ME: “What are you, a communist?”
Now I know I should have asked my French teacher that question while she was torturing us with French grammar.
Ha-ha, you should…
I see this grammar problem a bit differently. The differences between languages are interesting if the given ones are very far from each other like Hungarian and English differ from each other, for example. Hungarian is a phonetic language with strict and exact rules, pronunciation, accent, articulation, and manner, meanwhile, English seems to be less wholly ordered with lots of specialties, shortenings, exceptions, and the speaking forms and manners are exactly as many as the English users are in the World being native or non-native speakers. All of that is a confusing factor for Hungarian learners.
On the other hand, it is senseless to debate your idea and experience about the less importance of grammar if we can pick up a language in natural or artificial native surroundings, as is proved by my three children who become fluent English speakers when they spent one or more years in Great Britain as working youngsters.