Pedagogical Grammar
Title page
LCC data
Table of contents
Acknowledgements
1. Pedagogical grammar: A framework for language teachers
2. Pedagogical grammar in applied linguistics: A historical overview
Grammar teaching’s first major challenge: The Audiolingual Method
New theories of language competence: The Chomskyan revolution
Language competence: More than just grammar?
Communicative language teaching
Reconsidering the role of grammar in the L2 classroom
Making input comprehensible: The role of interaction
Researching the effectiveness of communicative classrooms
Beyond input: Pushed output and noticing in L2 development
Focus on form in the second language classroom
Summary
Suggestions for further reading
3. What is grammar and how can it be described?
A pedagogic framework for grammar description
Corpus linguistics and the study of language performance
Frequency-based descriptions of grammar use
A corpus-informed revolution in L2 grammar teaching?
Summary
Suggestions for further reading
4. The lexis-grammar interface: Phraseology, collocation, and formulaic sequences
Formulaic language and grammar description
Identifying and describing formulaic sequences
Frequency, formulae, and phraseology in second language acquisition
Summary
Suggestions for further reading
5. Evaluating and adapting existing materials
Choosing a focus for your lesson
Evaluating the quality of textbook and website of explanations
Evaluating the quality of textbook and website practice activities
Summary
Suggestions for further reading
Recommended resources
6. Investigating grammar use through online corpora
The behind the scenes approach
The corpora as a classroom resource approach
The student as researcher approach
Exploring World Englishes and corpora of other languages
Summary
Suggestions for further reading
Recommended resources
7. The dynamic nature of L2 learner language
Early studies of learner language: L1-L2 comparisons
Naming “the System”: Selinker’s concept of interlanguage
Investigating systematicity in learner language: The morpheme studies
Developmental sequences in L2 acquisition
Tense, aspect, and the lexis-grammar interface
Question formation and Teachability Hypothesis
Can learners ever skip stages? The case of relative clause acquisition
Explaining systematicity and variability in learner language
Revisiting the “target language” and the goal of near-nativeness
Summary
Suggestions for further reading
8. Instructed L2 grammar acquisition: Six key theory-practice links
Explicit versus implicit instruction does not have to be an either-or proposition
Meaning-focused communication tasks can promote the acquisition of L2 grammar
Corrective feedback - in many forms - can make a difference
Our pedagogical choices are not always determined in advance, but in the moment
L2 learners play an important role in the L2 grammar acquisition of their peers
Our ability to use and acquire language is constrained by limited attentional resources
Summary
Suggestions for further reading
9. Designing grammar-focused communication tasks
Considerations in L2 grammar task design
Promoting interaction through information gap tasks
Focus on form through task-essential design and corrective feedback
Options along the implicit-explicit continuum
Promoting collaboration and the co-construction of language knowledge
Providing assistance in the zone of proximal development
Preparing students for the task at hand: Task modeling and task planning options
Considering the cognitive dimensions of task complexity
Summary
Suggestions for further reading
Recommended resources
10. Assessing grammar within a framework of communicative competence
Defining grammar for the purpose of assessment
Classroom-based assessment: Important terminology
Designing classroom-based assessments of L2 grammar ability
Task-based performance assessment
Dynamic assessment
Evaluating student performance
Summary
Suggestions for further reading
Recommended resources
11. Reflections and suggestions for further study
References
Index