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Research agenda: Researching grammar teaching and learning in the second language classroom

Published online by Cambridge University Press:  30 March 2021

Laura Collins  and
June Ruivivar
Laura Collins*
Affiliation:
Concordia University, Montréal, Canada
June Ruivivar
Affiliation:
Concordia University, Montréal, Canada
*
*Corresponding author: Email: laura.collins@concordia.ca
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Abstract

We propose five research tasks targeting grammar teaching and learning, focusing on extending previous research and exploring under-studied features and contexts. The first two tasks outline replications and extensions of seminal studies on pedagogical grammar, Toth (2008) and Samuda (2001), designed to advance our understanding of the teacher role in providing rich practice opportunities. Another task examines how features of peer interaction during oral communication might encourage attention to grammar among young second language (L2) classroom learners in school-based foreign language programs, a common yet under-studied context. A fourth task investigates the unique properties of spoken grammar across languages and effective approaches for its teaching and learning, and the fifth explores the (re)design and use of corpus-based tools to enhance accessibility and learner autonomy in data-driven grammar learning. Each task is designed to be feasible across a variety of classroom contexts and target languages. We highlight concrete implications for language pedagogy and include suggestions for capturing both learning outcomes and participants’ perspectives on their learning and teaching, using a range of quantitative and qualitative methodologies. We end with some thoughts on repetitive practice for learning certain features of grammar, and recommendations for collaborative research that would encourage greater replication of future studies.

Type
Thinking Allowed
Information
Language Teaching , Volume 54 , Issue 3 , July 2021 , pp. 407 - 423
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Copyright © The Author(s), 2021. Published by Cambridge University Press

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