Teaching and Learning English Grammar

MaryAnn Christison is Professor in the Department of Linguistics and the Urban Institute for Teacher Education at the University of Utah in Salt Lake City, Utah, where she teaches courses at both graduate and undergraduate levels. She is a co-author of three volumes in the series What English Language Teachers Need to Know, and serves on the Board of Trustees of TIRF.Donna Christian is Senior Fellow with the Center for Applied Linguistics in Washington, DC. Her interests focus on language diversity in education, particularly dual language education, second language teaching, and policy. She is an Associate Editor of the journal Language for Language and Public Policy articles and serves on the Board of Trustees of TIRF.Patricia A. Duff is Professor of Language and Literacy Education at the University of British Columbia, where she coordinates and teaches in the program in Teaching English as a Second Language. Her scholarly interests include language socialization across bilingual and multilingual settings and issues in the teaching and learning of languages. She is a past trustee of TIRF.Nina Spada is Professor in the Language and Literacies Education program at OISE, University of Toronto, where she teaches courses in second language (L2) acquisition, research methods, and the role of instruction in L2 learning. Her classroom research focuses on the contributions of form-based and meaning-based instruction to L2 learning.

• ForewordJoanne DresnerPrefaceMaryAnn Christison, Donna Christian, Patricia A. Duff, and Nina SpadaAcknowledgmentsPart I. Overview of English grammar instructionChapter 1. An overview of teaching grammar in ELTMarianne Celce-MurciaPart II. Focus on form in second language acquisition Chapter 2. Focus on form: Addressing grammatical accuracy in an occupation-specific language programAntonella Valeo Chapter 3. Teaching English grammar in context: The timing of form-focused interventionJunko Hondo Chapter 4. Form-focused instruction and learner investment: Case study of a high school student in JapanYasuyo Tomita Chapter 5: The influence of pretask instructions and pretask planning on focus on form during Korean EFL task-based interaction Sujung Park Part III. The use of technology in teaching grammarChapter 6. The role of corpus research in the design of advanced level grammar instructionMichael J. McCarthyChapter 7. Corpus-based lexicogrammatical approach to grammar instruction: Its use and effects in EFL and ESL contextsDilin Liu and Ping Jiang Chapter 8. Creating corpus-based vocabulary lists for two verb tenses: A lexicogrammar approachKeith S. FolsePart IV. Instructional design and grammarChapter 9. Putting (functional) grammar to work in content-based English for academic purposes instructionPatricia A. Duff, Alfredo A. Ferreira, and Sandra Zappa-HollmanChapter 10. Integrating grammar in adult TESOL classroomsAnne Burns and Simon BorgChapter 11. Teacher and learner preferences for integrated and isolated form-focused instructionNina Spada and Marília dos Santos LimaChapter 12. Form-focused approaches to learning, teaching, and researching grammarRod EllisEpilogueKathleen M. BaileyAbout the ContributorsIndex