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OverviewOne of the key issues in second language learning and teaching concerns the role and practice of grammar instruction. Does it make a difference? How do we teach grammar in the language classroom? Is there an effective technique to teach grammar that is better than others? While some linguists address these questions to develop a better understanding of how people acquire a grammar, language acquisition scholars are in search of the most effective way to approach the teaching of grammar in the language classroom. The individual chapters in this volume will explore a variety of approaches to grammar teaching and offer a list of principles and guidelines that those involved in language acquisition should consider to design and implement effective grammar tasks during their teaching. It proposes that the key issue is not whether or not we should teach grammar but how we incorporate a teaching grammar component in our communicative language teaching practices. Full Product DetailsAuthor: Professor Alessandro G. Benati (University College Dublin, Ireland) , Cécile Laval , María ArchePublisher: Bloomsbury Publishing PLC Imprint: Bloomsbury Academic Dimensions: Width: 15.60cm , Height: 1.20cm , Length: 23.40cm Weight: 0.327kg ISBN: 9781474243360ISBN 10: 1474243363 Pages: 224 Publication Date: 25 June 2015 Audience: College/higher education , Tertiary & Higher Education Format: Paperback Publisher's Status: Active Availability: Manufactured on demand  We will order this item for you from a manufactured on demand supplier. Table of ContentsList of contributors Foreword Roger Hawkins Acknowledgements Introduction: Grammar Dimension in Instructed Second Language Learning Alessandro Benati, Cecile Laval, and Maria Arche Part One: Theoretical and Pedagogical Developments Chapter 1. Against Rules Bill VanPatten and Jason Rothman Chapter 2. Possibilities and Limitations of Enhancing Language Input: a MOGUL perspective Mike Sharwood-Smith Chapter 3. Processing Instruction: Where research meets practice James Lee Chapter 4. Collaborative Tasks and Their Potential for Grammar Instruction in Second/Foreign Language Context María del Pilar García Mayo Chapter 5. Interactional Feedback: Insights from theory and research Hossein Nassaji Part Two: Empirical Research Chapter 6. Instructed SLA as parameter setting: Evidence from earliest-stage learners of Japanese as L2 Megan Smith and Bill VanPatten Chapter 7. The Relationship between Learning Rate and Learning Outcome for Processing Instruction on the Spanish Passive Voice James Lee Chapter 8. Coproduction of Language Forms and Its effects on L2 Learning Hossein Nassaji and Jun Tian Chapter 9. Raising Language Awareness for Learning and Teaching L3 Grammar Tanja Angelovska and Angela Hahn IndexReviewsThis is an excellent collection of papers concerned with theory, pedagogic developments and empirical research on the complex role of grammar instruction in second language learning. Essential reading for language teachers, researchers of second language acquisition and educators. -- Carmen Munoz, Professor of Applied Linguistics, Universitat de Barcelona, Spain Combining chapters describing the theoretical motivation for such pedagogic interventions as 'input enhancement', 'processing instruction' and 'interactional feedback' with chapters reporting careful empirical studies of the effects of these and other interventions on developing knowledge of L2 grammar, this book is an excellent example of how Second Language Acquisition research can contribute to effective L2 pedagogy. Each chapter is authoritative, accessible, and the range of issues the book deals with in learning grammar is wide. The result is a very valuable contribution to our understanding of how instruction can facilitate L2 learning. -- Peter Robinson, Professor of Linguistics and Second Language Acquisition, Aoyama Gakuin University, Tokyo, Japan The particular strength of this book is the linkage it creates between theory based in linguistics and evidence-based practice research. -- Richard Towell, Emeritus Professor of French Applied Linguistics, University of Salford, UK Reviewed The Year's Work in English Studies, 94:1 This is an excellent collection of papers concerned with theory, pedagogic developments and empirical research on the complex role of grammar instruction in second language learning. Essential reading for language teachers, researchers of second language acquisition and educators. -- Carmen Munoz, Professor of Applied Linguistics, Universitat de Barcelona, Spain Combining chapters describing the theoretical motivation for such pedagogic interventions as 'input enhancement', 'processing instruction' and 'interactional feedback' with chapters reporting careful empirical studies of the effects of these and other interventions on developing knowledge of L2 grammar, this book is an excellent example of how Second Language Acquisition research can contribute to effective L2 pedagogy. Each chapter is authoritative, accessible, and the range of issues the book deals with in learning grammar is wide. The result is a very valuable contribution to our understanding of how instruction can facilitate L2 learning. -- Peter Robinson, Professor of Linguistics and Second Language Acquisition, Aoyama Gakuin University, Tokyo, Japan The particular strength of this book is the linkage it creates between theory based in linguistics and evidence-based practice research. -- Richard Towell, Emeritus Professor of French Applied Linguistics, University of Salford, UK Author InformationAlessandro Benati is Professor in Applied Linguistics and Second Language Studies and Director of Research and Enterprise at the University of Greenwich, UK. Cécile Laval is Principal Lecturer in Applied Linguistics, French & International Studies, University of Greenwich, UK. Maria Arche is Senior Lecturer in Applied Linguistics, French & International Studies, University of Greenwich, UK. Tab Content 6Author Website:Countries AvailableAll regions |
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