Full Description
One of the key issues in second language learning and teaching concerns the role and practice of grammar instruction. Does it make a difference? 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.
Contents
List 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
Index
