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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.
Original language | English |
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Pages (from-to) | 147-157 |
Number of pages | 11 |
Journal | Language Teaching Research |
Volume | 23 |
Issue number | 2 |
Early online date | 22 Jan 2018 |
DOIs | |
Publication status | Published - 1 Mar 2019 |
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 detailsFunding 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.
Keywords
- Grammatical knowledge
- grammar–meaning interaction
- implicit–explicit knowledge interface
- generative linguistics
- grammar instruction
- implicit–explicit knowledge interface
- grammatical knowledge
Projects
- 1 Finished