Grammar can be viewed both as knowledge and as ability. When viewed as knowledge, the focus is on rules for sentence formation. When viewed as ability, the focus is on how grammar is used as a resource in the creation of spoken and written texts. Twelve principles are proposed as the basis for a pedagogy that focusses on acquiring learning to use grammar in texts. Each principle is illustrated with examples from classroom practice.
BiberDJohanssonSLeechGConradSFineganE (1999) Longman Grammar of Spoken and Written English. Harlow: Longman.
2.
CarterRMcCarthyM (2006) Cambridge Grammar of English. Cambridge: Cambridge University Press.
3.
Celce-MurciaM (2002) Why it makes sense to teach grammar in context through discourse. In: HinkelEFotosS (eds) New Perspectives on Grammar Teaching in Second Language Classrooms. New York: Routledge, 119–33.
4.
CullenR (2012) Grammar instruction. In: BurnsARichardsJC (eds) The Cambridge Guide to Pedagogy and Practice in Second Language Teaching. Cambridge: Cambridge University Press, 258–66.
5.
EllisR (2003) Task-based Language Teaching. Oxford: Oxford University Press.
6.
EllisR (2006) Current issues in the teaching of grammar. TESOL Quarterly40(1): 83–107.
7.
EllisRShintaniN (2014) Exploring Language Pedagogy through Second Language Acquisition Research. London: Routledge.
8.
ErbenTBanRCastanedaM (2009) Teaching English Language Learners through Technology. New York: Routledge.
9.
FeezSJoyceH (1998) Text-based Syllabus Design. Sydney: National Centre for English Language Teaching and Research, Macquarie University.
10.
FieldJ (2009) Listening in the Language Classroom. Cambridge: Cambridge University Press.
11.
HedgeT (2000) Teaching and Learning in the Language Classroom. Oxford: Oxford University Press.
12.
HewingsAHewingsM (2005) Grammar and Context. London: Routledge.
13.
HinkelE (2002) Teaching grammar in writing classes: tenses and cohesion. In: HinkelEFotosS (eds) New Perspectives on Grammar Teaching in Second Language Classrooms. New York: Routledge, 181–97.
14.
JonesRHLockG (2011) Functional Grammar in the ESL Classroom: Noticing, Exploring and Practicing. New York: Palgrave Macmillan.
15.
JonesW (2012) Assessing students’ grammatical ability. In: CoombeCDavidsonPO’SullivanBStoynoffS (eds) The Cambridge Guide to Second Language Assessment. Cambridge: Cambridge University Press, 247–56.
16.
LockGD (1995) Doers and causers. In: PenningtonMC (ed) New Ways in Teaching Grammar. Alexandria, VA: TESOL. 129–33.
17.
McAndrewJ (2007) Responding to learners’ language needs in an oral EFL class. In: BurnsAJoyceH (eds) Planning and Teaching Creatively within a Required Curriculum. Washington DC: TESOL.
18.
Michigan Corpus of Upper-level Student Papers (2009) Ann Arbor, MI: The Regents of the University of Michigan.
19.
NassajiHFotosS (2011) Teaching Grammar in Second Language Classrooms. New York: Routledge.
20.
PaltridgeB (2006) Discourse Analysis: An Introduction. London: Continuum.
21.
ReppenR (2010) Using Corpora in the Language Classroom. Cambridge: Cambridge University Press.
22.
RichardsJC (2005) Second thought on teaching listening. RELC Journal36(1): 85–92.
23.
SchmidtRFrotaS (1986) Developing basic conversational ability in a second language: a case study of an adult learner of Portuguese. In: DayR (ed) Talking to Learn: Conversation in Second Language Acquisition. Rowley, MA: Newbury House.
24.
SchmidtR (1990) The role of consciousness in second language learning. Applied Linguistics11(2): 129-59.
25.
SkehanP (1998) A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
26.
SwainM (1999) Integrating language and content teaching through collaborative tasks. In:
27.
SwalesJ (1990) Genre Analysis: English for Academic and Research Settings. Cambridge: Cambridge University Press.
28.
ThornburyS (1999) How to Teach Grammar. Harlow: Pearson Education/Longman.
