Grammar Instruction in ESL Coursebooks and in Second Language Acquisition Research: Convergences and Divergences
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| Title: | Grammar Instruction in ESL Coursebooks and in Second Language Acquisition Research: Convergences and Divergences |
|---|---|
| Language: | English |
| Authors: | Philippa Bell, Laura Collins |
| Source: | TESL Canada Journal. 2025 42(1):65-88. |
| Availability: | TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: https://teslcanadajournal.ca/index.php/tesl |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | Second Language Instruction, Grammar, English (Second Language), Second Language Learning, Instructional Materials, Form Classes (Languages), Morphemes, Foreign Countries |
| Geographic Terms: | Canada |
| ISSN: | 0826-435X 1925-8917 |
| Abstract: | This article presents a critical, descriptive analysis of the convergences and divergences between grammar instruction in English as a second/foreign language (ESL/EFL) classrooms and in research-based recommendations found in instructed second language acquisition (ISLA) research. Using coursebooks as the representation of classroom grammar instruction, we analysed the grammar components of six popular, international, intermediate-level ESL/EFL materials. We then interpreted the analysis with reference to ISLA research and theory concerning the selection, presentation, and practice of language forms. Where there were divergences, we considered some of the classroom realities that have not been adequately addressed in ISLA research to date. The findings demonstrate that despite an apparent shift toward more interactive and learner-driven grammar lessons, coursebooks remain largely anchored in decontextualized presentation and controlled practice approaches to grammar instruction. It is hoped that the article will provide guidance to teachers who are working with coursebooks with respect to the use and adaptation of different types of grammar activities. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481074 |
| Database: | ERIC |
| Abstract: | This article presents a critical, descriptive analysis of the convergences and divergences between grammar instruction in English as a second/foreign language (ESL/EFL) classrooms and in research-based recommendations found in instructed second language acquisition (ISLA) research. Using coursebooks as the representation of classroom grammar instruction, we analysed the grammar components of six popular, international, intermediate-level ESL/EFL materials. We then interpreted the analysis with reference to ISLA research and theory concerning the selection, presentation, and practice of language forms. Where there were divergences, we considered some of the classroom realities that have not been adequately addressed in ISLA research to date. The findings demonstrate that despite an apparent shift toward more interactive and learner-driven grammar lessons, coursebooks remain largely anchored in decontextualized presentation and controlled practice approaches to grammar instruction. It is hoped that the article will provide guidance to teachers who are working with coursebooks with respect to the use and adaptation of different types of grammar activities. |
|---|---|
| ISSN: | 0826-435X 1925-8917 |
