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Grammatical meaning and the second language classroom: introduction

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Publication details

JournalLanguage Teaching Research
DateAccepted/In press - 15 Dec 2017
DateE-pub ahead of print (current) - 22 Jan 2018
Number of pages11
Early online date22/01/18
Original languageEnglish


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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    Research areas

  • Grammatical knowledge, grammar–meaning interaction, implicit–explicit knowledge interface , generative linguistics, grammar instruction


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