Teaching foreign language grammar
New solutions, old problems
Bibliographic Data
| ID | 8938233 |
|---|---|
| Authors | Mirosław Pawlak (0000-0001-7448-355X, Adam Mickiewicz University Kalisz Poland, corresponding author) |
| Year | 2021 |
| Volume | 54 |
| Issue | 4 |
| Pages | 881-896 |
| Publication date | 2021-07-28 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12563 |
| OpenAlex | W3183684814 |
| Language | EN |
| Citations received | 16 |
| References cited | 55 |
The place of grammar instruction in second or foreign language (L2) pedagogy has always been highly controversial and although there is currently consensus that such pedagogic intervention is beneficial, numerous questions remain as to how it should most propitiously be conducted. Different theoretical perspectives have resulted in a wide array of instructional options intended to enhance the effectiveness of grammar teaching, both with respect to ensuring fuller understanding of grammar rules and helping learners use these rules in communicative interaction. The paper provides a selective overview of such “new solutions” and argues that they have not really contributed much to solving the “old problems” of grammar instruction. Reasons for this state of affairs are considered and some suggestions for how the situation can be improved are offered
Emergent grammar · Foreign language · Foreign language teaching · Grammar · Intervention (counseling · Linguistics · Mathematics education · Relational grammar · Teaching method · Traditional grammar · Computer Science · EFL/ESL Teaching and Learning · Philosophy · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
Grammar as a Pedagogical Target
Grammar in Language Teaching and Education
Investigating the Use of Grammar Learning Strategies in Hungary and Poland
Classroom observation as reflective practice
A Complex, Dynamic Systems Theory perspective on grit, grammar knowledge, and their relationship among high-school students
Is evidence‐based L2 pedagogy achievable? The research–practice dialogue in grammar instruction
The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners
Image-schema-based-instruction enhanced L2 construction learning with the optimal balance between attention to form and meaning
Exploring the roles of L1 reading, L2 proficiency, strategy use and anxiety in L2 Reading comprehension
Understanding self-regulated grammar learning with LLM chatbot support
Yet another look at strategies for learning grammar
The domain-specific grammar grit questionnaire
A Bird's Eye View of English Grammar
Explicit and implicit (automatized) knowledge of second language pronunciation
Exploring the Potential of Extramural English in the Development of Implicit, Automatized, and Explicit Knowledge of Grammar
Measuring Teenage Learners' Automatized, Explicit, and/or Implicit Knowledge
Techniques and principles in language teaching
The Study of Second Language Acquisition
Understanding Language Teaching
Cognitive Grammar
Do teachers care about research? The research–pedagogy dialogue
Focus on Form
The Role of Implicit Negative Feedback in SLA
Utility of focused/comprehensive written corrective feedback research for authentic L2 writing classrooms
Using collaborative language production tasks to promote students’ language awareness 1
The Natural Approach
The effects of focused and unfocused written corrective feedback in an English as a foreign language context
Doing focus-on-form
Grammar learning strategies as a key to mastering second language grammar
Research into practice
The Incidental Grammar Acquisition in Focus on Form and Focus on Forms Instruction for Young Beginner Learners
Communicating about Grammar
The Evidence Is In
Processing Instruction
Exploring the Relationship Between Modified Output and Working Memory Capacity
| Unique citing works | 16 |
|---|---|
| Citations per year | 5,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 16 |