Grammatical meaning and the second language classroom: introduction

Heather Lynn Marsden, Roumyana Slabakova

Research output: Contribution to journalEditorialpeer-review


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 languageEnglish
Pages (from-to)147-157
Number of pages11
JournalLanguage Teaching Research
Issue number2
Early online date22 Jan 2018
Publication statusPublished - 1 Mar 2019

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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.


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

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