Pedagogical Grammar -- Title page -- LCC data -- Table of contents -- Acknowledgements -- 1. Pedagogical grammar: A framework for language teachers -- 2. Pedagogical grammar in applied linguistics: A historical overview -- Grammar teaching's first major challenge: The Audiolingual Method -- New theories of language competence: The Chomskyan revolution -- Language competence: More than just grammar? -- Communicative language teaching -- Reconsidering the role of grammar in the L2 classroom -- Making input comprehensible: The role of interaction -- Researching the effectiveness of communicative classrooms -- Beyond input: Pushed output and noticing in L2 development -- Focus on form in the second language classroom -- Summary -- Suggestions for further reading -- 3. What is grammar and how can it be described? -- A pedagogic framework for grammar description -- Corpus linguistics and the study of language performance -- Frequency-based descriptions of grammar use -- A corpus-informed revolution in L2 grammar teaching? -- Summary -- Suggestions for further reading -- 4. The lexis-grammar interface: Phraseology, collocation, and formulaic sequences -- Formulaic language and grammar description -- Identifying and describing formulaic sequences -- Frequency, formulae, and phraseology in second language acquisition -- Summary -- Suggestions for further reading -- 5. Evaluating and adapting existing materials -- Choosing a focus for your lesson -- Evaluating the quality of textbook and website of explanations -- Evaluating the quality of textbook and website practice activities -- Summary -- Suggestions for further reading -- Recommended resources -- 6. Investigating grammar use through online corpora -- The behind the scenes approach -- The corpora as a classroom resource approach -- The student as researcher approach.

Exploring World Englishes and corpora of other languages -- Summary -- Suggestions for further reading -- Recommended resources -- 7. The dynamic nature of L2 learner language -- Early studies of learner language: L1-L2 comparisons -- Naming "the System": Selinker's concept of interlanguage -- Investigating systematicity in learner language: The morpheme studies -- Developmental sequences in L2 acquisition -- Tense, aspect, and the lexis-grammar interface -- Question formation and Teachability Hypothesis -- Can learners ever skip stages? The case of relative clause acquisition -- Explaining systematicity and variability in learner language -- Revisiting the "target language" and the goal of near-nativeness -- Summary -- Suggestions for further reading -- 8. Instructed L2 grammar acquisition: Six key theory-practice links -- Explicit versus implicit instruction does not have to be an either-or proposition -- Meaning-focused communication tasks can promote the acquisition of L2 grammar -- Corrective feedback - in many forms - can make a difference -- Our pedagogical choices are not always determined in advance, but in the moment -- L2 learners play an important role in the L2 grammar acquisition of their peers -- Our ability to use and acquire language is constrained by limited attentional resources -- Summary -- Suggestions for further reading -- 9. Designing grammar-focused communication tasks -- Considerations in L2 grammar task design -- Promoting interaction through information gap tasks -- Focus on form through task-essential design and corrective feedback -- Options along the implicit-explicit continuum -- Promoting collaboration and the co-construction of language knowledge -- Providing assistance in the zone of proximal development -- Preparing students for the task at hand: Task modeling and task planning options.

Considering the cognitive dimensions of task complexity -- Summary -- Suggestions for further reading -- Recommended resources -- 10. Assessing grammar within a framework of communicative competence -- Defining grammar for the purpose of assessment -- Classroom-based assessment: Important terminology -- Designing classroom-based assessments of L2 grammar ability -- Task-based performance assessment -- Dynamic assessment -- Evaluating student performance -- Summary -- Suggestions for further reading -- Recommended resources -- 11. Reflections and suggestions for further study -- References -- Index.