Research on L2 grammar teaching, learning and assessment

Abstract

Introduction As we saw in the last chapter, second and foreign language educators have looked to different schools of linguistics for insights about language. This has considerably broadened our notion of grammar and has led to a deeper understanding of the role that grammar plays in conveying meaning in communication. However, although linguistic analysis can tell us what the language system is and how it works, it still cannot tell us how second or foreign languages are best learned or what teaching practices most effectively promote L2 learning. With respect to learning to use grammar communicatively, several questions arise. First, do learners best learn an L2 naturalistically surrounded by other speakers of the target language, or does L2 learning require instruction? If it does, what type of instruction makes a difference? Does the explicit presentation of grammar rules lead to improved L2 communicative ability, or do rules just confuse students and raise their level of anxiety? And if instruction makes a difference, when should it be implemented? Does timing make a difference? Also, if instruction works for some and not for others, under what conditions is instruction most effective? What, in fact, are the cognitive underpinnings of grammar learning and how does this influence students' rate of learning, their ultimate level of achievement and the ease with which they acquire the grammar? Finally, the assessment question – how do we know that grammar learning has occurred?