Alessandro Benati is Professor in Applied Linguistics and Second Language Studies and Director of Research and Enterprise at the University of Greenwich, UK.Cécile Laval is Principal Lecturer in Applied Linguistics, French & International Studies, University of Greenwich, UK.Maria Arche is Senior Lecturer in Applied Linguistics, French & International Studies, University of Greenwich, UK.

This is an excellent collection of papers concerned with theory, pedagogic developments and empirical research on the complex role of grammar instruction in second language learning. Essential reading for language teachers, researchers of second language acquisition and educators. -- Carmen Munoz, Professor of Applied Linguistics, Universitat de Barcelona, Spain Combining chapters describing the theoretical motivation for such pedagogic interventions as 'input enhancement', 'processing instruction' and 'interactional feedback' with chapters reporting careful empirical studies of the effects of these and other interventions on developing knowledge of L2 grammar, this book is an excellent example of how Second Language Acquisition research can contribute to effective L2 pedagogy. Each chapter is authoritative, accessible, and the range of issues the book deals with in learning grammar is wide. The result is a very valuable contribution to our understanding of how instruction can facilitate L2 learning. -- Peter Robinson, Professor of Linguistics and Second Language Acquisition, Aoyama Gakuin University, Tokyo, Japan The particular strength of this book is the linkage it creates between theory based in linguistics and evidence-based practice research. -- Richard Towell, Emeritus Professor of French Applied Linguistics, University of Salford, UK

• List of contributors Foreword Roger HawkinsAcknowledgements Introduction: Grammar Dimension in Instructed Second Language Learning Alessandro Benati, Cecile Laval, and Maria ArchePart One: Theoretical and Pedagogical Developments Chapter 1. Against Rules Bill VanPatten and Jason RothmanChapter 2. Possibilities and Limitations of Enhancing Language Input: a MOGUL perspectiveMike Sharwood-Smith Chapter 3. Processing Instruction: Where research meets practice James LeeChapter 4. Collaborative Tasks and Their Potential for Grammar Instruction in Second/Foreign Language ContextMaría del Pilar García MayoChapter 5. Interactional Feedback: Insights from theory and research Hossein Nassaji Part Two: Empirical Research Chapter 6. Instructed SLA as parameter setting: Evidence from earliest-stage learners of Japanese as L2Megan Smith and Bill VanPattenChapter 7. The Relationship between Learning Rate and Learning Outcome for Processing Instruction on the Spanish Passive VoiceJames LeeChapter 8. Coproduction of Language Forms and Its effects on L2 Learning Hossein Nassaji and Jun TianChapter 9. Raising Language Awareness for Learning and Teaching L3 Grammar Tanja Angelovska and Angela Hahn Index

Alessandro Benati is Professor in Applied Linguistics and Second Language Studies and Director of Research and Enterprise at the University of Greenwich, UK.Cécile Laval is Principal Lecturer in Applied Linguistics, French & International Studies, University of Greenwich, UK.Maria Arche is Senior Lecturer in Applied Linguistics, French & International Studies, University of Greenwich, UK.

This is an excellent collection of papers concerned with theory, pedagogic developments and empirical research on the complex role of grammar instruction in second language learning. Essential reading for language teachers, researchers of second language acquisition and educators. -- Carmen Munoz, Professor of Applied Linguistics, Universitat de Barcelona, Spain Combining chapters describing the theoretical motivation for such pedagogic interventions as 'input enhancement', 'processing instruction' and 'interactional feedback' with chapters reporting careful empirical studies of the effects of these and other interventions on developing knowledge of L2 grammar, this book is an excellent example of how Second Language Acquisition research can contribute to effective L2 pedagogy. Each chapter is authoritative, accessible, and the range of issues the book deals with in learning grammar is wide. The result is a very valuable contribution to our understanding of how instruction can facilitate L2 learning. -- Peter Robinson, Professor of Linguistics and Second Language Acquisition, Aoyama Gakuin University, Tokyo, Japan The particular strength of this book is the linkage it creates between theory based in linguistics and evidence-based practice research. -- Richard Towell, Emeritus Professor of French Applied Linguistics, University of Salford, UK

• List of contributors Foreword Roger HawkinsAcknowledgements Introduction: Grammar Dimension in Instructed Second Language Learning Alessandro Benati, Cecile Laval, and Maria ArchePart One: Theoretical and Pedagogical Developments Chapter 1. Against Rules Bill VanPatten and Jason RothmanChapter 2. Possibilities and Limitations of Enhancing Language Input: a MOGUL perspectiveMike Sharwood-Smith Chapter 3. Processing Instruction: Where research meets practice James LeeChapter 4. Collaborative Tasks and Their Potential for Grammar Instruction in Second/Foreign Language ContextMaría del Pilar García MayoChapter 5. Interactional Feedback: Insights from theory and research Hossein Nassaji Part Two: Empirical Research Chapter 6. Instructed SLA as parameter setting: Evidence from earliest-stage learners of Japanese as L2Megan Smith and Bill VanPattenChapter 7. The Relationship between Learning Rate and Learning Outcome for Processing Instruction on the Spanish Passive VoiceJames LeeChapter 8. Coproduction of Language Forms and Its effects on L2 Learning Hossein Nassaji and Jun TianChapter 9. Raising Language Awareness for Learning and Teaching L3 Grammar Tanja Angelovska and Angela Hahn Index

Alessandro Benati is Professor in Applied Linguistics and Second Language Studies and Director of Research and Enterprise at the University of Greenwich, UK.Cécile Laval is Principal Lecturer in Applied Linguistics, French & International Studies, University of Greenwich, UK.Maria Arche is Senior Lecturer in Applied Linguistics, French & International Studies, University of Greenwich, UK.

This is an excellent collection of papers concerned with theory, pedagogic developments and empirical research on the complex role of grammar instruction in second language learning. Essential reading for language teachers, researchers of second language acquisition and educators. -- Carmen Munoz, Professor of Applied Linguistics, Universitat de Barcelona, Spain Combining chapters describing the theoretical motivation for such pedagogic interventions as 'input enhancement', 'processing instruction' and 'interactional feedback' with chapters reporting careful empirical studies of the effects of these and other interventions on developing knowledge of L2 grammar, this book is an excellent example of how Second Language Acquisition research can contribute to effective L2 pedagogy. Each chapter is authoritative, accessible, and the range of issues the book deals with in learning grammar is wide. The result is a very valuable contribution to our understanding of how instruction can facilitate L2 learning. -- Peter Robinson, Professor of Linguistics and Second Language Acquisition, Aoyama Gakuin University, Tokyo, Japan The particular strength of this book is the linkage it creates between theory based in linguistics and evidence-based practice research. -- Richard Towell, Emeritus Professor of French Applied Linguistics, University of Salford, UK

• List of contributors Foreword Roger HawkinsAcknowledgements Introduction: Grammar Dimension in Instructed Second Language Learning Alessandro Benati, Cecile Laval, and Maria ArchePart One: Theoretical and Pedagogical Developments Chapter 1. Against Rules Bill VanPatten and Jason RothmanChapter 2. Possibilities and Limitations of Enhancing Language Input: a MOGUL perspectiveMike Sharwood-Smith Chapter 3. Processing Instruction: Where research meets practice James LeeChapter 4. Collaborative Tasks and Their Potential for Grammar Instruction in Second/Foreign Language ContextMaría del Pilar García MayoChapter 5. Interactional Feedback: Insights from theory and research Hossein Nassaji Part Two: Empirical Research Chapter 6. Instructed SLA as parameter setting: Evidence from earliest-stage learners of Japanese as L2Megan Smith and Bill VanPattenChapter 7. The Relationship between Learning Rate and Learning Outcome for Processing Instruction on the Spanish Passive VoiceJames LeeChapter 8. Coproduction of Language Forms and Its effects on L2 Learning Hossein Nassaji and Jun TianChapter 9. Raising Language Awareness for Learning and Teaching L3 Grammar Tanja Angelovska and Angela Hahn Index