Section 21.3 L2 Grammar Instruction
Teaching grammar to language learners raises a different set of questions than teaching it to native speakers. An L2 learner does not already have English wired into their intuitions—they are in the process of building a new linguistic system, and that process has its own trajectory, its own resistances, and its own logic. Crucially, learners bring their first language with them into that process: patterns from their L1 shape what they notice in English, what they find easy, and what they find baffling. Understanding those dynamics is at the heart of effective L2 grammar instruction.
The Context.
L2 learners are acquiring English as an additional language. Their first language influences how they perceive and produce English, creating predictable patterns of difficulty.
The Role of Explicit Knowledge.
Research suggests that explicit grammar knowledge (conscious rules) can:
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Help learners notice features they might otherwise miss
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Serve as a monitor for checking output
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Accelerate certain aspects of acquisition
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Support accuracy in formal contexts
However, explicit knowledge alone doesn’t guarantee fluent, accurate use. Learners also need input, practice, and communicative opportunities.
Focus on Form.
Focus on Form (Long, 1991) refers to briefly drawing learners’ attention to linguistic features during communicative activities. Unlike traditional grammar drilling, it integrates grammar into meaningful communication.
Key principles:
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Grammar instruction works best when it addresses forms learners are ready to acquire
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Attention to form should be brief and meaningful
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Grammar should be taught in context, not in isolation
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Learners benefit from noticing forms in input
