236 pages | 8 B/W Illus.
An important contribution to the emerging body of research-based knowledge about English grammar, this volume presents empirical studies along with syntheses and overviews of previous and ongoing work on the teaching and learning of grammar for learners of English as a second/foreign language. It explores a variety of approaches, including form-focused instruction, content and language integration, corpus-based lexicogrammatical approaches, and social perspectives on grammar instruction.
Nine chapter authors are Priority Research Grant or Doctoral Dissertation Grant awardees from The International Research Foundation for English Language Education (TIRF), and four overview chapters are written by well-known experts in English language education. Each research chapter addresses issues that motivated the research, the context of the research, data collection and analysis, findings and discussion, and implications for practice, policy, and future research. The TIRF-sponsored research was made possible by a generous gift from Betty Azar. This book honors her contributions to the field and recognizes her generosity in collaborating with TIRF to support research on English grammar.
Teaching and Learning English Grammar is the second volume in the Global Research on Teaching and Learning English Series, co-published by Routledge and TIRF.
MaryAnn Christison, Donna Christian, Patricia A. Duff, and Nina Spada
Part I. Overview of English grammar instruction
Chapter 1. An overview of teaching grammar in ELT
Part II. Focus on form in second language acquisition
Chapter 2. Focus on form: Addressing grammatical accuracy in an occupation-specific language program
Chapter 3. Teaching English grammar in context: The timing of form-focused intervention
Chapter 4. Form-focused instruction and learner investment: Case study of a high school student in Japan
Chapter 5: The influence of pretask instructions and pretask planning on focus on form during Korean EFL task-based interaction
Part III. The use of technology in teaching grammar
Chapter 6. The role of corpus research in the design of advanced level grammar instruction
Michael J. McCarthy
Chapter 7. Corpus-based lexicogrammatical approach to grammar instruction: Its use and effects in EFL and ESL contexts
Dilin Liu and Ping Jiang
Chapter 8. Creating corpus-based vocabulary lists for two verb tenses: A lexicogrammar approach
Keith S. Folse
Part IV. Instructional design and grammar
Chapter 9. Putting (functional) grammar to work in content-based English for academic purposes instruction
Patricia A. Duff, Alfredo A. Ferreira, and Sandra Zappa-Hollman
Chapter 10. Integrating grammar in adult TESOL classrooms
Anne Burns and Simon Borg
Chapter 11. Teacher and learner preferences for integrated and isolated form-focused instruction
Nina Spada and Marília dos Santos Lima
Chapter 12. Form-focused approaches to learning, teaching, and researching grammar
Kathleen M. Bailey
About the Contributors
Co-published by The International Research Foundation for English Language Education (TIRF) and Routledge
The Global Research on Teaching and Learning English series, co-published by The International Research Foundation for English Language Education (TIRF) and Routledge, showcases research by scholars from around the world, whose research has been funded by grants from TIRF, awarded through a carefully vetted international competition. Since 2002, TIRF, an independent foundation started by the TESOL International Association (TESOL) in 1998, has commissioned and/or funded research on a range of topics associated with the teaching and learning of English worldwide. This series offers a collection of previously unpublished empirical studies conducted by grant recipients throughout the world, as well as chapters from invited scholars. Volumes in the series report on issues of current concern to the applied linguistics community and the language teaching profession, and present a wide variety of research topics investigated through a range of research procedures. Most chapters appearing in volumes in this series cover issues that motivated the research, context of the research, research question(s) addressed, data collection and data analysis procedures, findings and discussion, and implications for policy, practice, and future research. This chapter structure helps to achieve consistency and coherence across the volumes, while at the same time allowing each author to report on the unique contents of his/her own study. The authors and editors forego any honoraria so that all the royalties from the sales of this series can be used to support TIRF’s programs.
For free access to the TIRF Reference Lists visit: http://www.tirfonline.org/resources/references/