Reading Time: 4 minutesGrammar is tough, for most of us. It’s tough to teach. It’s tough to learn about for our professional development. So, some of us gravitate towards approaches that we think eschew the teaching of grammar. Celce-Murcia (2015), however, shows how grammar instruction has a noticeable presence even in communicative approaches to language teaching. She provides the reader with an accessible introduction to grammar instruction in ELT and to its roll in communicative language teaching.
Reading Time: 6 minutesThis post synthesizes two studies investigating student and pre-service teacher perceptions of native-speakerism and how they may impact teaching and learning.
Reading Time: 4 minutesIn this article, Marsden and Kasprowicz report on two studies which they use to highlight how limited educators’ exposure to primary research is, why this might be, and how teacher trainers and other interfaces can help.
Reading Time: 5 minutesGeopolitical factors such as migration and the spread of CLIL make language learning an important concern for many, and increase the need for effective teaching based on SLA, specifically, a cognitivist-interactionist view of language learning which prioritises implicit learning. Long concedes that explicit learning should also be encouraged to speed things up, but argues for focus on form or unintrusive input enhancement rather than explicit grammar instruction to help learners spot relevant L2 features and improve their uptake of new vocabulary.
Reading Time: 4 minutesThis article describes Instructed Second Language Acquisition, the aim of which is to identify causal relationships between language teaching and learning with the ultimate goal of improving L2 learning or teaching.
Reading Time: 5 minutesThis paper explores students attempts at Grammatical Metaphor through the use of nominalization. Student errors with nominalization are identified to create a framework of the intermediary stages students pass through as their writing develops.
Reading Time: 4 minutesSaito (2012) shine some light on the question of whether pronunciation instruction is effective through a research synthesis, finding an overall positive effect of pronunciation intervention with a number of considerations for the classroom.