Grammatical meaning and the second language classroom: introduction
Grammatical meaning and the second language classroom: introduction
This special issue assembles empirical work on second language teaching and learning from a generative linguistic perspective. The focus is on properties that constitute grammar–meaning interaction, that differ in the native and target language grammars, and that have not been highlighted in the pedagogical literature so far. Common topics address whether and how learners acquire grammatical meanings in the second language, including difficult misalignments between native and target-language constructions and functional morphemes. We propose that teaching and learning a second language can be enhanced by focusing on the relationship between grammatical forms and their meanings, as elucidated by contemporary linguistic theory.
Grammatical knowledge, grammar–meaning interaction, implicit–explicit knowledge interface , generative linguistics, grammar instruction
147-157
Marsden, Heather
98e130f2-9f30-4b56-8998-f79688a12592
Slabakova, Roumyana
1bda11ce-ce3d-4146-8ae3-4a486b6f5bde
March 2019
Marsden, Heather
98e130f2-9f30-4b56-8998-f79688a12592
Slabakova, Roumyana
1bda11ce-ce3d-4146-8ae3-4a486b6f5bde
Marsden, Heather and Slabakova, Roumyana
(2019)
Grammatical meaning and the second language classroom: introduction.
Language Teaching Research, 23 (2), .
(doi:10.1177/1362168817752718).
Abstract
This special issue assembles empirical work on second language teaching and learning from a generative linguistic perspective. The focus is on properties that constitute grammar–meaning interaction, that differ in the native and target language grammars, and that have not been highlighted in the pedagogical literature so far. Common topics address whether and how learners acquire grammatical meanings in the second language, including difficult misalignments between native and target-language constructions and functional morphemes. We propose that teaching and learning a second language can be enhanced by focusing on the relationship between grammatical forms and their meanings, as elucidated by contemporary linguistic theory.
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Accepted/In Press date: 13 December 2017
e-pub ahead of print date: 22 January 2018
Published date: March 2019
Keywords:
Grammatical knowledge, grammar–meaning interaction, implicit–explicit knowledge interface , generative linguistics, grammar instruction
Identifiers
Local EPrints ID: 416500
URI: http://eprints.soton.ac.uk/id/eprint/416500
ISSN: 1362-1688
PURE UUID: 5405effa-d45b-4cc9-9264-9aa2720e7af6
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Date deposited: 20 Dec 2017 17:30
Last modified: 16 Mar 2024 06:02
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Author:
Heather Marsden
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