By the same authors

From the same journal

Grammatical meaning and the second language classroom: introduction

Research output: Contribution to journalEditorial

Full text download(s)

Published copy (DOI)

Author(s)

Department/unit(s)

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

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.

Bibliographical note

This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details

    Research areas

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

Projects

Discover related content

Find related publications, people, projects, datasets and more using interactive charts.

View graph of relations