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The Relevance of Grammar in the Applied Linguistic of Language Teaching. CLCS Occasional Paper No. 22. Spring 1989.

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Bibliographic Details
Title: The Relevance of Grammar in the Applied Linguistic of Language Teaching. CLCS Occasional Paper No. 22. Spring 1989.
Language: English
Authors: Cook, V. J., Trinity Coll., Dublin (Ireland). Centre for Language and Communication Studies.
Peer Reviewed: N
Page Count: 47
Publication Date: 1989
Document Type: Reports - Evaluative
Descriptors: Applied Linguistics, Educational Trends, Grammar, Language Research, Linguistic Theory, Relevance (Education), Second Language Instruction, Textbooks, Trend Analysis
Geographic Terms: United Kingdom; Ireland
Abstract: During the 1980s, there has been some movement toward a return to grammar in the applied linguistics of language teaching, as seen in the number of grammar-based English-as-a-Second-Language textbooks published and in the grammatical emphasis of certain successful textbooks. However justifiable this is as a reaction to the move away from grammar and toward communication, it is a regressive step if the concept of grammar used is confined to outdated and invalid concepts. Applied linguists must seriously consider the advantages of contemporary models of grammar that have developed between 1980 and 1988. Neglecting these developments could progressively isolate the applied linguist from current and relevant research into native-language acquisition and second-language learning, impoverishing the field of applied linguistics for language teaching. (MSE)
Notes: For related document, see FL 018 133.
Journal Code: RIEFEB1990
Entry Date: 1990
Accession Number: ED310633
Database: ERIC
Description
Abstract:During the 1980s, there has been some movement toward a return to grammar in the applied linguistics of language teaching, as seen in the number of grammar-based English-as-a-Second-Language textbooks published and in the grammatical emphasis of certain successful textbooks. However justifiable this is as a reaction to the move away from grammar and toward communication, it is a regressive step if the concept of grammar used is confined to outdated and invalid concepts. Applied linguists must seriously consider the advantages of contemporary models of grammar that have developed between 1980 and 1988. Neglecting these developments could progressively isolate the applied linguist from current and relevant research into native-language acquisition and second-language learning, impoverishing the field of applied linguistics for language teaching. (MSE)