Rethinking textbook grammar introduction

Abstract

This article describes the construction of a Swedish grammar textbook based on learnability and teachability within the processability theory (PT) paradigm. The article discusses the difficulties and choices encountered when applying the morphologic and syntactic structures defined for second-language Swedish in a learnable order. The main concerns raised in the literature, such as the limited number of structures studied within PT and the heterogeneity in the classroom, are also discussed. The textbook emphasises the distinction between processing and automatising (correct use), as it entails different types of exercises. It is argued in the article that explicit instruction on forms that are already processed may be the wrong priority. It is also argued that even though the idea of acquisitional stages is not accepted by everyone, developmental readiness does not interfere with other factors, such as frequency of input, due to the distinction between learning objectives and general input.