Concept-based instruction and the acquisition of L2 Spanish

Eduardo Negueruela, James P. Lantolf

Research output: Chapter in Book/Report/Conference proceedingChapter

67 Scopus citations

Abstract

The rekindling of interest in teaching grammar in foreign language classrooms is arguably the result of concern about the lack of control over the grammatical features of the L2 (secondary language) observed among learners who have passed through pedagogical programs in which opportunities to communicate are given greater emphasis than are the formal features of learners' performance. A problem confronting those who wish to bring grammar back into focus is the need to develop a clear understanding of what grammar consists of in the first place (Odlin 1994). For instance, Ellis (2004) notes that L2 researchers do not seem to agree on either the relevance or even the relationship between such concepts as implicit versus explicit grammatical knowledge, automatic and controlled processing of grammar, metalinguistic knowledge versus grammatical rules, deductive versus inductive learning of grammatical features, and so on (see also Ellis 1997,2002; Hinkel and Fotos 2002).

Original languageEnglish (US)
Title of host publicationThe Art of Teaching Spanish
Subtitle of host publicationSecond Language Acquisition from Research to Praxis
PublisherGeorgetown University Press
Pages79-102
Number of pages24
ISBN (Print)9781589011335
StatePublished - Dec 1 2006

ASJC Scopus subject areas

  • Social Sciences(all)

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    Negueruela, E., & Lantolf, J. P. (2006). Concept-based instruction and the acquisition of L2 Spanish. In The Art of Teaching Spanish: Second Language Acquisition from Research to Praxis (pp. 79-102). Georgetown University Press.