Introduction: L1 and L2 grammar instruction
DOI:
https://doi.org/10.48035/rhsj-fd.23.1Abstract
Introduction to the monographic issue «L1 and L2 grammar instruction across different groups of learners, learning materials and educational settings»
Downloads
References
Ahmadian, M. J., y García Mayo, M. P. (2018). Recent perspectives on task-based language learning and teaching. Mouton de Gruyter.
Bialystok, E. (2001). Metalinguistic aspects of bilingual processing. Annual Review of Applied Linguistics, 21, 169-182. https://doi.org/10.1017/S0267190501000101
Camps, A. (Coord.). (2003). Secuencias didácticas para aprender a escribir. Graó.
Camps, A. (2009). Actividad metalingüística y aprendizaje de la gramática: hacia un modelo de enseñanza basado en la actividad reflexiva. Cultura y Educación, 21(2), 199-213. https://doi.org/10.1174/113564009788345853
Camps, A., y Fontich, X. (2019). Teachers’ concepts on the teaching of grammar in relation to teaching of writing in Spain: A case study. L1-Educational Studies in Language and Literature, 19, 1-36. https://doi.org/10.17239/L1ESLL-2019.19.02.02
Camps, A., y Fontich, X. (Eds.). (2020). Research and teaching at the intersection: Navigating the territory of grammar and writing in the context of metalinguistic activity. Peter Lang.
Camps, A., y Fontich, X. (Eds.). (2021). La actividad metalingüística como espacio de encuentro de la escritura y la gramática. Editorial UNSJ.
Camps, A., y Ribas, T. (Coords.). (2017). El verbo y su enseñanza. Hacia un modelo de enseñanza de la gramática basado en la actividad reflexiva. Octaedro.
Camps, A., y Zayas, F. (Eds.). (2006). Secuencias didácticas para aprender gramática. Graó.
Camps, A., Guasch, O., Milian, M., y Ribas, T. (2021). Secuencias didácticas para trabajar la gramática en la escuela. En A. Camps y X. Fontich (Eds.), La actividad metalingüística como espacio de encuentro de la escritura y la gramática (248-260). Editorial UNSJ.
Camps, A., Milian, M., Guasch, O., Pérez, F., Ribas, T., y Castelló, M. (2001). Los conceptos gramaticales de los alumnos de secundaria: el pronombre personal. En A. Camps (Coord.), El aula como espacio de investigación y reflexión. Investigaciones en didáctica de la lengua (161-180). Graó.
Calzada, A., y García Mayo, M. P. (2020). Child EFL grammar learning through a collaborative writing task. En W. Suzuki y N. Storch (Eds.). Languaging in language learning and teaching (19-40). John Benjamins.
Calzada, A., y García Mayo, M. P. (2020). Child learners’ reflections about EFL gramar in a collaborative writing task: when form is not at odds with communication. Language Awareness, 30(1), 1-16. https://doi.org/10.1080/09658416.2020.1751178
Cenoz, J. (2019). Translanguaging pedagogies and English as a lingua franca. Language Teaching, 52(1), 71-85. https://doi.org/10.1017/S0261444817000246
Cenoz, J., y Gorter, D. (2020). Teaching English through pedagogical translanguaging. World Englishes, 39, 300-311. https://doi.org/10.1111/weng.12462
Cenoz, J., y Gorter, D. (2022). Pedagogical translanguaging. Cambridge University Press.
Doughty, C., y Williams, J. (2009). Focus on form in second language acquisition (2ª ed.). Cambridge University Press.
Ellis, R. (2001). Investigating form-focused instruction. En R. Ellis (Edit.). Form-focused instruction and second language learning (1-46). Blackwell.
Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-107. https://doi.org/10.2307/40264512
Ellis, R., Skehan, P., Li, S., Shintani, N., y Lambert, C. (Eds.). (2019). Task-based language teaching: Theory and practice. Cambridge University Press.
Erlam, R. (2003). The effects of deductive and inductive instruction on the acquisition of direct object pronouns in French as a second language. The Modern Language Journal, 87, 242-260. https://doi.org/10.1111/1540-4781.00188
Fontich, X. (2019). Should we teach first language grammar in compulsory schooling at all? Some reflections from the Spanish perspective. Crossroads. A Journal of English Studies, 24(1), 26-44. https://doi.org/10.15290/cr.2019.24.1.03
Fontich, X., y Camps, A. (2014). Towards a rationale for research into grammar teaching in schools. Research Papers in Education, 29(5), 598-625. https://doi.org/10.1080/02671522.2013.813579
Fontich, X., Van Rijt, J., y Gauvin, I. (2020). Intro to the Special Issue Research on L1 grammar in schooling: Mediation at the heart of learning grammar. L1-Educational Studies in Language and Literature, 20, 1-13. https://doi.org/10.17239/L1ESLL-2020.20.03.01
García Mayo, M. P. (2014). Collaborative tasks and their potential for grammar instruction in second/foreign language contexts. En C. Lavale y M. Arche (Eds.). The grammar dimensions in instructed second language learning: Theory, research and practice (82-102). Continuum.
García Mayo, M. P. (Ed.). (2007). Investigating tasks in formal language learning. Multilingual Matters.
García Mayo, M. P. (Ed.). (2017). Learning foreign languages in Primary School: Research insights. Multilingual Matters.
García Mayo, M. P. (2018). Child task-based interaction in EFL settings: research and challenges. International Journal of English Studies, 18(2), 119-143. https://doi.org/10.6018/ijes/2018/2/319731
García Mayo, M. P., y Azkarai, A. (2016). EFL task-based interaction: Does task modality impact on language-related episodes? En M. Sato y S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (240-266). John Benjamins.
García Mayo, M. P., e Imaz-Agirre, A. (2019). Task modality and pair formation method: Their impact on patterns of interaction and LREs among EFL primary school children. System, 80, 165-175. https://doi.org/10.1016/j.system.2018.11.011
Gonzalvo, L., y Camps, A. (2003). Le concept grammatical «sujet» chez les élèves de Secondaire: caracteristiques et évolution. En M. Jaubert, M. Rebière y J. P. Bernié (Eds.), Constructions des connaisances et langage dans les disciplines d’enseigmement (1-13). Université De Bordeaux.
Gombert, J. E. (1997). Metalinguistic development in first-language acquisition. En L. Lier y D. Corson (Eds.), Encyclopedia of language and education (Vol. 6): Knowledge about language (43–51). Springer
Guasch, O. (2008). Reflexión interlingüística y enseñanza integrada de lenguas. Textos de didáctica de la Lengua y la Literatura, 47, 20-32.
Guasch, O. (Coord.). (2010). El tractament integrat de les llengües. Graó.
Guasch, O. (2021). La reflexión interlingüística en la enseñanza y aprendizaje de las lenguas. En A. Camps y X. Fontich (Eds.), La actividad metalingüística como espacio de encuentro de la escritura y la gramática: un itinerario de enseñanza e investigación en educación lingüística (147-154). Editorial UNSJ.
Kennedy, S. (2012). Exploring the relationship between language awareness and second language use. TESOL Quarterly, 46(2), 398-408. https://www.jstor.org/stable/41576053
Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación. Boletín Oficial del Estado, 340 de 30 de diciembre de 2020 (ref. BOE-A-2020-17264).
Long, M. H. (1983). Does second language instruction make a difference? A review of research. TESOL Quarterly, 17(3), 359-382.
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. En T. K. Bhatia y W. C. Ritchie (Eds.), Handbook of language acquisition (413-468). Academic Press.
Long, M. H., y Robinson, P. (2009). Focus on Form: Theory, research and practice. En C. Doughty y J. Williams (Eds.), Focus on form in second language acquisition (2ª ed.) (15-41). Cambridge University Press.
Luquin, M., y García Mayo, M. P. (2021). Exploring the use of models as a written corrective feedback technique among EFL children. System, 98. https://doi.org/10.1016/j.system.2021.102465
Mackey, A. (2006). Feedback, noticing and instructed second language learning. Applied Linguistics, 27, 1-27. https://doi.org/10.1093/applin/ami051
Myhill, D. (2000). Misconceptions and difficulties in the acquisition of metalinguistic knowledge. Language and Education, 14(3), 151-163. https://doi.org/10.1080/09500780008666787
Myhill, D. (2016). The effectiveness of explicit language teaching: Evidence from the research. En M. Giovanelli y D. Clayton (Eds.), Linguistics and the secondary English classroom (36-49). Routledge.
Myhill, D., Jones, S. M., Lines, H., y Watson, A. (2012). Re-thinking grammar: The impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding. Research Papers in Education, 27(2), 139-166. https://doi.org/10.1080/02671522.2011.637640
Myhill, D., Jones, S., Watson, A., y Lines, H. (2016). Essential primary grammar. Open University Press.
Nassaji, H. (2017). Com integrar un focus en la gramàtica a les clases comunicatives de llengua. Caplletra, 63, 165-188.
Norris, J., y Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417-528. https://doi.org/10.1111/0023-8333.00136
Notario, G. (2001). Conceptos gramaticales de los alumnos de secundaria: el sujeto. En A. Camps (Coord.), El aula como espacio de investigación y reflexión. Investigaciones en didáctica de la lengua (181-193). Graó.
Roehr-Brackin, K., y Tellier, A. (2019). The role of language-analytic ability in children’s instructed second language learning. Studies in Second Language Acquisition, 41(5), 1111-1131. https://doi.org/10.1017/S0272263119000214
Roehr-Brackin, K. (2018). Metalinguistic awareness in second language acquisition. Routledge.
Rodríguez-Gonzalo, C. (2021). Una gramática escolar interlingüística. Hacia una enseñanza reflexiva de las lenguas en contextos multilingües. Huarte de San Juan. Filología y Didáctica de la Lengua, 21, 33-55. https://doi.org/10.48035/rhsjfd.21.2
Rodríguez-Gonzalo, C. (2022a). La enseñanza reflexiva de las lenguas en contextos multilingües (Egramint). Tavira, 27, 1-14. https://doi.org/10.25267/Tavira.2022.i27.1104
Rodríguez-Gonzalo, C. (2022b). Situaciones de aprendizaje para la reflexión interlingüística. Textos de Didáctica de la Lengua y la Literatura, 97, 41-46.
Rodríguez-Gonzalo, C., y Durán, C. (2019). Relaciones entre conceptualización y uso en el aprendizaje de la gramática. Dos investigaciones de aula sobre el verbo. En A. Leal, F. Oliveira, F. Silva, I. M. Duarte, J. Veloso, P. Silvano y S. V. Rodrigues (Eds.), A lingüística na formaçao do profesor: das teorías às práticas educativas (181-206). Universidade do Oporto.
Ruiz Bikandi, U. (2008). La reflexión metalingüística desde varias lenguas. Textos de Didáctica de la Lengua y Literatura, 47, 33-45.
Spada, N., y Tomita, Y. (2010). Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning, 60, 1-46.
Van Rijt, J., De Swart, P., y Coppen, P-A. (2019). Linguistic concepts in L1 grammar education: A systematic literature review. Research Papers in Education 34(5), 621-648. https://doi.org/10.1080/02671522.2018.1493742
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Vygotsky, L. S. (1987). The collected works of L. S. Vygotsky, Vol. 1: Problems of general psychology, including the volume Thinking and Speech. R. W. Reiber y A. S. Carton (Eds.). Plenum.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 María Dolores García-Pastor
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles are published under a Creative Commons (BY-NC-ND 4.0) license. Each article will be assigned a DOI.
Authors retain copyright of their work and grant the journal the right to the first publication. Authors can sign additional agreements to non-exclusive distribution of the published version of the article (for example, in an institutional repository) as long as appropriate attribution to the original publication is provided. Articles can be uploaded to institutional repositories immediately after publication.
Electronic distribution of the articles (for example, academic social networks or personal webpages) is allowed and encouraged.
The journal reserves the right to publicise the work in social networks and other electronic means.