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Rule, pattern, and meaning in the second-language teaching of grammar

Rule, pattern, and meaning in the second-language teaching of grammar This is a position paper aimed at the interface between meaning-oriented linguistics generally and instructed language learning. The alliance between usage-based linguistics and form-focused instruction in language teaching stands to benefit from advances on both sides: a recognition by theoretical linguists that systematic meanings of grammatical forms are responsible for observed, emerging patterns of usage; and a greater willingness on the part of advocates of the teaching of grammar to engage in focusing upon individual, meaningful grammatical forms, as distinct from unanalyzed, holistic form. Explicit knowledge of forms and their meanings can usefully guide the practice of teachers and, potentially, the performance of learners. Pending the wide availability of practical analyses, teachers' and learners' focused grammatical inquiry on authentic discourse can yield useful insights about both language structure and discourse. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Acta Linguistica Hafniensia: International Taylor & Francis

Rule, pattern, and meaning in the second-language teaching of grammar

Davis, Joseph
Acta Linguistica Hafniensia: International , Volume 47 (1): 23 – Jan 2, 2015
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23 pages

Rule, pattern, and meaning in the second-language teaching of grammar

Abstract

This is a position paper aimed at the interface between meaning-oriented linguistics generally and instructed language learning. The alliance between usage-based linguistics and form-focused instruction in language teaching stands to benefit from advances on both sides: a recognition by theoretical linguists that systematic meanings of grammatical forms are responsible for observed, emerging patterns of usage; and a greater willingness on the part of advocates of the teaching of grammar to...
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Publisher
Taylor & Francis
Copyright
© 2015 The Linguistic Circle of Copenhagen
ISSN
1949-0763
eISSN
0374-0463
DOI
10.1080/03740463.2015.1031545
Publisher site
See Article on Publisher Site

Abstract

This is a position paper aimed at the interface between meaning-oriented linguistics generally and instructed language learning. The alliance between usage-based linguistics and form-focused instruction in language teaching stands to benefit from advances on both sides: a recognition by theoretical linguists that systematic meanings of grammatical forms are responsible for observed, emerging patterns of usage; and a greater willingness on the part of advocates of the teaching of grammar to engage in focusing upon individual, meaningful grammatical forms, as distinct from unanalyzed, holistic form. Explicit knowledge of forms and their meanings can usefully guide the practice of teachers and, potentially, the performance of learners. Pending the wide availability of practical analyses, teachers' and learners' focused grammatical inquiry on authentic discourse can yield useful insights about both language structure and discourse.

Journal

Acta Linguistica Hafniensia: International – Taylor & Francis

Published: Jan 2, 2015

Keywords: second-language instruction; rule; pattern; meaning; emergent grammar; usage-based linguistics; functional linguistics

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