Abstract

This chapter discusses key issues in the field of second language acquisition (SLA) that underpin the teaching and development of L2 grammar. The chapter makes use of Arabic-specific examples to illustrate how theoretical debates on the nature of L2 knowledge can affect classroom grammar instruction practices. Finally, the chapter will examine the results of recent Arabic L2 grammar acquisition studies to introduce the reader to current trends in the field of Arabic SLA. The chapter will conclude with both theoretical implications and practical suggestions for the researcher and the educator alike.

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