Learning Grammar for Social Action: Implications for Research and Language Teaching

Autor/inn/en	Piirainen-Marsh, Arja; Lilja, Niina
Titel	Learning Grammar for Social Action: Implications for Research and Language Teaching
Quelle	In: Modern Language Journal, 106 (2022), S.141-150 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12757
Schlagwörter	Stellungnahme; Grammar; Social Action; Language Usage; Instructional Materials; Educational Research; Second Language Instruction + Suchen Sie Ihr Suchwort? Grammatik; Soziales Handeln; Sprachgebrauch; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bildungsforschung; Pädagogische Forschung; Fremdsprachenunterricht
Abstract	The articles in this special issue contribute to understanding the interactional grounding of language learning by scrutinizing how patterns of language use emerge and get routinized as dynamic resources for accomplishing actions in co-constructed interaction. Their findings problematize how grammar is represented in second language (L2) teaching materials and have important implications for future research and language pedagogy. In this commentary, we address some of these implications focusing on two questions: (a) how the studies change the conceptualization of grammar as an object of L2 learning and teaching, and (b) how the insights of this research can inform language teaching. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01