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Chapter 9. Grammar

Documenting growth in L2 classrooms
  • Paul D. Toth
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Instructed Second Language Acquisition Research Methods
This chapter is in the book Instructed Second Language Acquisition Research Methods

Abstract

Meaningfully assessing the effect of instruction on second language (L2) grammatical development requires research that credibly relates observed learner behaviors to relevant theories of language and language learning. After defining the role of grammar in meaningful language use, this chapter compares cognitive and social views of grammatical development to identify key constructs for exploration in ISLA research. It illustrates the relationship between theory and L2 elicitation strategies by first outlining general principles and then describing the design of acceptability judgment tasks and picture description tasks in detail, along with a framework for working with classroom recordings. Specific examples from the author’s research in U.S. high school L2 Spanish classrooms on explicit grammar instruction will be provided. Advice to future researchers will center on empowering readers to find optimal research designs through awareness of the questions about teaching and learning they wish to explore.

Abstract

Meaningfully assessing the effect of instruction on second language (L2) grammatical development requires research that credibly relates observed learner behaviors to relevant theories of language and language learning. After defining the role of grammar in meaningful language use, this chapter compares cognitive and social views of grammatical development to identify key constructs for exploration in ISLA research. It illustrates the relationship between theory and L2 elicitation strategies by first outlining general principles and then describing the design of acceptability judgment tasks and picture description tasks in detail, along with a framework for working with classroom recordings. Specific examples from the author’s research in U.S. high school L2 Spanish classrooms on explicit grammar instruction will be provided. Advice to future researchers will center on empowering readers to find optimal research designs through awareness of the questions about teaching and learning they wish to explore.

Chapters in this book

  1. Prelim pages i
  2. Table of contents vii
  3. Acknowledgements ix
  4. Introduction to the volume xi
  5. List of contributors xix
  6. Section 1. Introduction
  7. Chapter 1. Getting started 3
  8. Section 2. Identifying your research approach
  9. Chapter 2. Quantitative research methods in ISLA 31
  10. Chapter 3. Qualitative ISLA research methodologies and methods 55
  11. Chapter 4. Mixed methods research in ISLA 79
  12. Chapter 5. Replication research in instructed SLA 103
  13. Section 3. ISLA research across methodological approaches
  14. Chapter 6. Unique considerations for ISLA research across approaches 125
  15. Section 4. Designing instructional interventions for specific skills & competencies
  16. Chapter 7. Pragmatics 149
  17. Chapter 8. Vocabulary 181
  18. Chapter 9. Grammar 207
  19. Chapter 10. Pronunciation 233
  20. Chapter 11. Listening 257
  21. Chapter 12. Reading 281
  22. Chapter 13. Writing 305
  23. Chapter 14. Speaking 329
  24. Section 5. Sharing your research
  25. Chapter 15. Contributing to the advancement of the field: 355
  26. Index 379
https://doi.org/10.1075/rmal.3.09tot

Chapters in this book

  1. Prelim pages i
  2. Table of contents vii
  3. Acknowledgements ix
  4. Introduction to the volume xi
  5. List of contributors xix
  6. Section 1. Introduction
  7. Chapter 1. Getting started 3
  8. Section 2. Identifying your research approach
  9. Chapter 2. Quantitative research methods in ISLA 31
  10. Chapter 3. Qualitative ISLA research methodologies and methods 55
  11. Chapter 4. Mixed methods research in ISLA 79
  12. Chapter 5. Replication research in instructed SLA 103
  13. Section 3. ISLA research across methodological approaches
  14. Chapter 6. Unique considerations for ISLA research across approaches 125
  15. Section 4. Designing instructional interventions for specific skills & competencies
  16. Chapter 7. Pragmatics 149
  17. Chapter 8. Vocabulary 181
  18. Chapter 9. Grammar 207
  19. Chapter 10. Pronunciation 233
  20. Chapter 11. Listening 257
  21. Chapter 12. Reading 281
  22. Chapter 13. Writing 305
  23. Chapter 14. Speaking 329
  24. Section 5. Sharing your research
  25. Chapter 15. Contributing to the advancement of the field: 355
  26. Index 379
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