Grammar and Grammar Instruction: Selected References

The International Research Foundation

for English Language Education

GRAMMAR AND GRAMMAR INSTRUCTION: SELECTED REFERENCES

(last updated 2 April 2015)

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Azar, B. (1989). Understanding and using English grammar. Upper Saddle River, New Jersey: Prentice-Hall, Inc.

Azar, B. (2007). Grammar-based teaching: A practitioner’s perspective. TESL-EJ, 11(2), 1-12.

Azar, B. S., & Hagen, S. A. (2006). Basic English grammar (3rd ed.). White Plains, NY: Pearson Longman.

Azar, B. S., & Hagen, S. A. (2011). Fundamentals of English grammar. (4th ed.). White Plains, NY: Pearson Longman.

Bardovi-Harlig, K. & Reynolds, D. W. (1995). The role of lexical aspect in the acquisition of tense and aspect. TESOL Quarterly, 29(1), 107-131.

Bardovi-Harlig, K. (1997). Another piece of the puzzle: The emergence of the present perfect. Language Learning, 47(3), 375-422.

Bardovi-Harlig, K. (1998). Narrative structure and lexical aspect: Conspiring factors in second language acquisition of tense-aspect morphology. Studies in Second Language Acquisition, 20(4), 471-508.

Bardovi-Harlig, K. (1999). From morpheme studies to temporal semantics: Tense-aspect research in SLA. State of the art article. Studies in Second Language Acquisition, 21(3), 341-382.

Bardovi-Harlig, K. (2002). Analyzing aspect. In R. Salaberry & Y. Shirai (Eds.), Tense-aspect morphology in L2 acquisition (pp. 129-154). Amsterdam, The Netherlands: John Benjamins.

Bardovi-Harlig, K. (2004). The emergence of grammaticalized future expression in longitudinal production data. In M. Overstreet, S. Rott, B. VanPatten, & J. Williams (Eds.) Form and meaning in second language acquisition (pp. 115-137). Mahwah, NJ: Erlbaum.

Bardovi-Harlig, K., & Dörnyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic vs. grammatical awareness in instructed L2 learning. TESOL Quarterly, 32(2), 233-259.

Berk, L. M. (1999). English syntax: From word to discourse. New York, NY: Oxford University Press.

Berry, R. (2005). Who do they think ‘we’ is? Learners’ awareness of personality in pedagogic grammars. Language Awareness, 14(2-3), 84-96.

Biber, D., Gray, B., & Poonpon, K. (2011). Should we use characteristics of conversation to measure grammatical complexity in L2 writing development? TESOL Quarterly, 45(1), 5-35.

Biber, D., Johansson, S., Leech, G., Conrad, S. & Finegan, E. (1999). Longman grammar of spoken and written English. Harlow, UK: Longman.

Biber, D., & Reppen, R. (2002). What does frequency have to do with grammar teaching? Studies in Second Language Acquisition, 24(2), 199-208.

Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English. London, UK: Longman.

Bigelow, M., & Ranney, S. (2010). Knowledge about language for teachers is more than knowing grammar rules. Studies in Hispanic and Lusophone Linguistics, 3(1), 217-228.

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Borg, S. (1998). Teachers’ pedagogical systems and grammar teaching: A qualitative study. TESOL Quarterly, 32(1), 9-35.

Borg, S. (1999). Studying teacher cognition in second language grammar teaching. System. 27(1), 19-31.

Borg, S. (1999). The use of grammatical terminology in the second language classroom: A qualitative study of teachers' practices and cognitions. Applied Linguistics, 20(1), 95-126.

Borg, S. (1999). Teachers' theories in grammar teaching. English Language Teaching Journal. 53(3), 157-167.

Borg, S. (2001). Self-perception and practice in teaching grammar. ELT Journal, 55(1), 21-29.

Borg, S. (2003). Teacher cognition in grammar teaching: A literature review. Language Awareness, 12(2), 96-108.

Borg, S., & Burns, A. (2008). Integrating grammar in adult TESOL classrooms. Applied Linguistics, 29(3), 456-482.

Broady, E., & Dwyer, N. (2008). Bringing the learner back into the process: Identifying learner strategies for grammatical development in independent language learning. In S. Hurd & T. Lewis (Eds.), Language learning strategies in independent settings (pp. 141-158). Bristol, UK: Multilingual Matters.

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Burns, A. (2003). Grammar as "poison" or "fishing"? Developing an Australian distance-learning course in systemic functional grammar. In D. Liu & P. Master (Eds.), Grammar teaching in teacher education (pp. 57-73). Alexandria, VA: TESOL.

Burns, A., & Borg, S. (2015). Integrating grammar in adult TESOL classrooms. In M. A. Christison, D. Christian, P. Duff, & N. Spada (Eds.), Teaching and learning English grammar: Research findings and future directions (pp. 159-177). New York, NY: Routledge.

Byrd, P. (2005). Instructed grammar. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 545-561). Mahwah, NJ: Lawrence Erlbaum.

Byrd, P. and J. M. Reid (1998) Grammar in the composition classroom: Essays on teaching ESL for college-bound students.Boston, MA: Heinle and Heinle.

Candlin, C. N. (1979). The status of pedagogical grammars. In C. Brumfit & K. Johnson (Eds.), The communicative approach to language teaching (pp. 72-90). Oxford, UK: Oxford University Press.

Carter, R. A., & McCarthy, M. J. (1999). The English get passive in spoken discourse: description and implications for an interpersonal grammar. English Language and Linguistics, 3(1), 41-58.

Carter, R., & McCarthy, M. (2006). Cambridge grammar of English: A comprehensive guide. Cambridge, UK: Cambridge University Press.

Carter, R., McCarthy, M. J., Mark, G., & O’Keeffe, A. (2011). English grammar today. Cambridge, UK: Cambridge University Press.

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Celce-Murcia, M. (1991). Grammar pedagogy in second and foreign language teaching. TESOL Quarterly 25(3), 459-480.

Celce-Murcia, M. (2002). Why it makes sense to teach grammar in context and through discourse. In E. Hinkel & S. Fotos (Eds.), New perspectives on grammar teaching in second language classrooms (pp. 119-133). Mahwah, NJ: Erlbaum.

Celce-Murcia, M. (2015). An overview of teaching grammar in ELT. In M. A. Christison, D. Christian, P. Duff, & N. Spada (Eds.), Teaching and learning English grammar: Research findings and future directions (pp. 3-18). New York, NY: Routledge.

Celce-Murcia, M., & Hilles, S. (1988). Techniques and resources in teaching grammar. New York, NY: Oxford University Press.

Celce-Murcia, M. (2002). Why it makes sense to teach grammar in context and through discourse. In E. Hinkel & S. Fotos (Eds.), New perspectives on grammar teaching in second language classrooms (pp. 119-133). Mahwah, NJ: Lawrence Erlbaum Associates.

Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher’s guide (2nd ed.). Florence, KY: Heinle & Heinle.

Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teachers’ course (2nd ed.). Boston, MA: Heinle & Heinle.

Cobbett, W. (1819). A grammar of the English Language. Oxford, UK: Oxford University Press.

Coffin, C. (2010). Language support in EAL contexts. Why systemic functional linguistics? (Special Issue of NALDIC Quarterly). Reading, UK: NALDIC.

Coffin, C., Donohue, J., & North, S. (2009). Exploring English grammar: From formal to functional. London, UK: Routledge.

Coffin, C., Hewings, A., & O’Halloran, K. (2004). Applying English grammar: Functional and corpus approaches. London, UK: Hodder Arnold.

Coffin, C., & Donohue, J.P. (2012). Academic literacies and systemic functional linguistics: How do they relate? Journal of English for Academic Purposes, 11(1), 64-75.

Coffin, C., Donohue, J., & North, S. (2009). Exploring English grammar: From formal to functional. New York, NY: Routledge

Conrad, S. (2000). Will corpus linguistics revolutionize grammar teaching in the 21st century? TESOL Quarterly, 34(3), 548-560.

Corder, S. (1988). Pedagogic grammar. In W. Rutherford & M. Sharwood-Smith (Eds.), Grammar and second language teaching (pp. 123-145). New York, NY: Harper & Row Publishers, Inc.

Cowan, R. (2008). The teacher’s grammar of English with answers: A course book and reference guide. Cambridge, UK: Cambridge University Press.

Cullen, R. (2012). Grammar instruction. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to pedagogy and practice in second language teaching (pp. 258-266). Cambridge, UK: Cambridge University Press.

Daskalovska, N. (2013). How does reading affect reading comprehension, grammar and vocabulary knowledge? In T. Pattison (Ed.), IATEFL 2012: Glasgow Conference Selections (pp. 86-87). Canterbury, UK: IATEFL.

Davis, P., & Rinvolucri, M. (1995). More grammar games. New York, NY: Cambridge University Press.

De Capua, A. (2008). Grammar for teachers: A guide to American English for native and non-native speakers. Berlin, Germany: Springer.

DeCarrico, J. S. (2000). The structure of English: Studies in form and function for teaching English. Ann Arbor, MI: University of Michigan Press.

De Keyser, R. (1995). Learning second language grammar rules: An experiment with a miniature linguistics system. Studies in Second Language Acquisition, 17(3), 379–410.

DeKeyser, R. (1998). Beyond focus on form: cognitive perspectives on learning and practicing second language grammar. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 42-63). Cambridge, UK: Cambridge University Press.

DeKeyser, R. (2003). Implicit and explicit learning. In C. Doughty & M. Long (Eds.), Handbook of second language acquisition (pp. 313-348). Malden, MA: Blackwell.

DeKeyser, R. M. (2005). What makes second-language grammar difficult? A review of issues. Language Learning, 55(1), 1-25.

Derewianka, B. (2007). Changing approaches to the conceptualization and teaching of grammar. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 843-858). New York, NY: Springer.

Derewianka, B. (2011). A new grammar companion for primary teachers. Newtown, NSW: Primary English Teaching Association Australia.

Dieterich, T. G., & Andler, A. L. (2001). English grammar: Structure and theme. Ann Arbor, MI: University of Michigan Press.

Doff, A. (2000). Teach English: A training course for teachers (14th ed.). Cambridge, UK: Cambridge University Press.

Doughty, C. (2001). Cognitive underpinnings of focus on form. In P. Robinson (Ed.), Cognition and second language instruction (pp. 206-257). Cambridge, UK: Cambridge University Press.

Doughty, C., & Varela, E. (1998). Communicative focus-on-form. In C. Doughty & J. Williams (Eds.), Focus-on-form in classroom second language acquisition (pp. 114-138). Cambridge, UK: Cambridge University Press.

Doughty, C., & Williams, J. (1998). Focus on form in classroom second language acquisition. New York, NY: Cambridge University Press.

Doughty, C., & Williams, J. (1998). Pedagogical choices in focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 197-261). Cambridge, UK: Cambridge University Press.

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Duff, P.A., Ferreira, A.A., & Zappa-Hollman, S. (2015). Putting (functional) grammar to work in content-based English for academic purposes instruction. In M. A. Christison, D. Christian, P. Duff, & N. Spada (Eds.), Teaching and learning English grammar: Research findings and future directions (pp. 139-158). New York, NY: Routledge.

Duranti, A. (1994). From grammar to politics: Linguistic anthropology in a Western Samoan village. Berkeley, CA: University of California Press.

Eisenstein, M. (1987) Grammatical explanations in ESL: Teach the student, not the method. In M. Long & J. Richards (Eds.),Methodology in TESOL: a book of readings (pp. 282-292). Rowley, MA: Newbury House.

Eisenstein-Ebsworth, M., & Schweers, C. W. (1997). What researchers say and practitioners do: Perspectives on conscious grammar instruction in the ESL classroom. Applied Language Learning, 8(2), 237-260.

Elgun-Gunduz, Z., Akcan, S., & Bayyurt, Y. (2012). Isolated form-focused instruction and integrated form-focused instruction in primary school English classrooms in Turkey. Language, Culture and Curriculum, 25(2), 157-171.

Ellis, N. C. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition, 27(2), 305-352.

Ellis, R. (1991). Grammar teaching—practice or consciousness-raising. In R. Ellis (Ed.). Second language acquisition and second language pedagogy (pp. 232-241). Clevedon, UK: Multilingual Matters.

Ellis, R. (1993). Second language acquisition and the structural syllabus. TESOL Quarterly, 27(1), 91–113.

Ellis, R. (1994). A theory of instructed second language acquisition. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp. 79-114). San Diego, CA: Academic Press.

Ellis, R. (1995). Interpretation tasks for grammar teaching. TESOL Quarterly, 29(1), 87-105.

Ellis, R. (1998). Teaching and research: Options in grammar teaching. TESOL Quarterly, 32(1), 39-60.

Ellis, R. (2001). Investigating form-focused instruction. Language Learning, 51(1), 1-46.

Ellis, R. (2002). Methodological options in grammar teaching materials. In E. Hinkel & S. Fotos (Eds.) New perspectives on grammar teaching in second language classrooms (pp. 155-179). Mahwah, NJ: Lawrence Erlbaum Associates.

Ellis, R. (2002). The place of grammar instruction in the second/foreign language curriculum. In E. Hinkel & S. Fotos (Eds.), New perspectives on grammar teaching in second language classrooms (pp. 17-34). Mahwah, NJ: Erlbaum.

Ellis, R. (2002). Grammar teaching – practice or consciousness raising? In J.C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 167-174). Cambridge, UK: Cambridge University Press.

Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-107.

Ellis, R. (2012). A lifetime of grammar teaching. Teaching English in the Two-Year College, 40 (1), 7-19.