Grammatical meaning and the second language classroom: introduction

TY - JOUR

T1 - Grammatical meaning and the second language classroom

T2 - introduction

AU - Marsden, Heather Lynn

AU - Slabakova, Roumyana

N1 - 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 Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/ or publication of this article: The colloquium (see Acknowledgements) was supported by an Arts and Humanities Research Council network grant to the authors (grant number: AH/M002020/1). Publisher Copyright: © The Author(s) 2018.

PY - 2019/3/1

Y1 - 2019/3/1

N2 - 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.

AB - 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.

KW - Grammatical knowledge

KW - grammar–meaning interaction

KW - implicit–explicit knowledge interface

KW - generative linguistics

KW - grammar instruction

KW - implicit–explicit knowledge interface

KW - grammatical knowledge

UR - http://www.scopus.com/inward/record.url?scp=85062644021&partnerID=8YFLogxK

U2 - 10.1177/1362168817752718

DO - 10.1177/1362168817752718

M3 - Editorial

SN - 1362-1688

VL - 23

SP - 147

EP - 157

JO - Language Teaching Research

JF - Language Teaching Research

IS - 2

ER -