The volume focuses on theoretical approaches to grammar and how they relate to the teaching and learning of grammar and to language program development. Practice includes, but is not limited to, articulation, assessment, classroom culture, curriculum and materials development, and teacher education. In keeping with the mission of AAUSC, it is our goal to present a wide variety of languages and perspectives, and a broad range of scholars and practitioners.
Table of Contents
1. Stacey Katz and Carl Blyth: "What is Grammar?"
2. Wynne Wong: "Rethinking a Focus on Grammar – From Drills to Structured Input/Meaningful Output: Data from the French Subjunctive."
3. Andrew Farley et al.: "Structured Input and Textual Enhancement: Impacts on L2 Production in Spanish and French."
4. Ron Leow: "Input Enhancement and L2 Grammatical Development: What the Research Reveals."
5. Dale Koike: "A Grammar of L2 Pragmatics: Issues in Learning and Teaching."
6. Jane Hacking: "Socio-Pragmatic Competence in Russian: How Input is Not Enough."
7. Betsy Kerr: "Applications of the Use of Corpora and Concordancing in Second Language Learning and Teaching."
8. Alene Moyer: "Conceptions of L2 Phonology: Integrating Cognitive and Sociolinguistic Approaches to Research and Teaching."
9. Eduardo Negueruela: "A Conceptual Approach to Promoting L2 Grammatical Development."
10. Miao-Fen Tseng: "An Analysis of Interlanguage Conditionals in Mandarin Chinese and American English and Pedagogical Implications in Teaching CFL and ESL."
11. Hiram Maxim: "Developing Formal Language Abilities along a Genre-based Continuum."