About the Book
Based on classic and cutting-edge research, this textbook shows how grammatical phenomena can best be taught to second language and bilingual learners. Bringing together second language research, linguistics, pedagogical grammar, and language teaching, it demonstrates how linguistic theory and second language acquisition findings optimize classroom intervention research. The book assumes a generative approach but covers intervention studies from a variety of theoretical perspectives. Each chapter describes relevant linguistic structures, discusses core challenges, summarizes research findings, and concludes with classroom and lab-based intervention studies. The authors provide tools to help to design linguistically informed intervention studies, including discussion questions, application questions, case studies, and sample interventions. Online resources feature lecture slides and intervention materials, with data analysis exercises, ensuring the content is clear and ready to use. Requiring no more than a basic course in linguistics, the material serves advanced undergraduates and first-year graduate students studying applied linguistics, education, or language teaching.
Table of Contents:
List of figures; List of tables; List of boxes; Preface; Acknowledgements, Abbreviations used in glosses for non-English examples; 1. Theoretical foundations; 2. Intervention research and grammar teaching; 3. Articles; 4. Verb placement and question formation; 5. Inflectional morphology; 6. Subjunctive mood; 7. Argument structure; 8. Direct and indirect objects; 9. Word order and related syntactic phenomena; 10. Where to go next; Glossary; References; Index.
About the Author :
Tania Ionin is Professor of Linguistics and Director of Graduate Studies in Linguistics at the University of Illinois at Urbana-Champaign. Her research expertise is in second language acquisition of semantics, and in experimental semantics more generally. She has taught courses in second language acquisition, psycholinguistics, research design and methodology for linguists, and pedagogical English grammar, among other subjects. Silvina Montrul is Professor of Spanish and Linguistics at the University of Illinois at Urbana-Champaign, and directs the Second Language Acquisition and Bilingualism Lab. Her research focuses on linguistic and psycholinguistic approaches to second language acquisition and bilingualism – in particular, syntax, semantics, and morphology – and on language acquisition in heritage speakers. She regularly teaches courses in second language acquisition, bilingualism, and the structure of Spanish.
Review :
'This textbook will equip the next generation of researchers and practitioners for optimized intervention studies. Informed by the state of the art, it discusses which types of information can be useful to the language learner, identifies remaining gaps in evidence, and suggests promising techniques to investigate them. The extensive and clearly illustrated glossary of linguistic terms is a great pedagogical resource in itself.' Cecile De Cat, University of Leeds
'Many in academia talk about the importance of cross-pollination and interdisciplinarity, but few offer a model on how to do it. This book does, offering an accessible introduction appropriate for advanced students, practitioners, and researchers alike. It succeeds in combining theoretical research and intervention research, paving a new way forward in SLA. Each chapter provides thought-provoking, open-ended discussion questions that are certain to inspire linguistic discovery.' Timothy Gupton, University of Georgia
'An innovative textbook with comprehensive explanations of linguistic and second language acquisition theories, as well as their connection to second language development and foreign language teaching in the real world. Highly recommended for students, language teachers, and researchers who want a solid foundation for what we currently know about the effects of intervention on grammatical knowledge in L2 acquisition.' Makiko Hirakawa, Chuo University, Japan
'Written with the unmistakable erudition and clarity that characterizes the authors' work, this volume is an important - even necessary - read. It brings together research from multiple perspectives to answer the crucial question of whether classroom instruction aids the L2 acquisition process – and how it might do so more effectively. This volume is sure to become a touchstone in the field.' Tania Leal, University of Arizona
'I applaud Ionin and Montrul for doing an excellent job in approaching the topic in such an accessible way. Written in plain language, this book makes an essential read for upper-level undergraduate students and graduate students who are interested in linguistics, SLA, and language teaching. It is an ideal text for graduate students who are seeking an all-round knowledge of grammar instruction, and for researchers who plan to conduct experimental intervention research in the lab or in the classroom.' Jie Zhang, University of Oklahoma
'Ionin and Montrul have successfully blended theoretical research in SLA and second language pedagogy. Each section presents a thorough, yet accessible, summary of the research as it relates to linguistic structures in second language acquisition. The discussion and application questions are well designed for emerging SLA researchers, and will most certainly benefit advanced undergraduate and first-year graduate students.' Suzanne Johnston, University of Central Arkansas
'This book is a timely contribution to the field, bridging the gap between SLA research and language teaching practice. By focusing on specific form-meaning mappings in the core area of morphosyntax and semantics, and by presenting the intervention research in an accessible and systematic manner, this book provides a valuable resource to both SLA and language pedagogy researchers. It offers theoretical foundations, research methodological skills, and non-trivial findings that can guide effective language teaching for both second language learners and heritage learners in a variety of instructional settings.' EunHee Lee, University at Buffalo, The SUNY
'Ionin and Montrul have produced an invaluable resource at the intersection of linguistics, SLA, and language pedagogy. It provides a lot of food for thought across the research-practice divide. Practitioners are introduced to pedagogical insights from theoretical SLA. Linguists are challenged to consider practical learning issues and applications of acquisition research.' Tom Rankin, Masaryk University, Czech Republic
'A much needed, accessible, and comprehensive introduction to classroom research that has its basis in theories of theoretical linguistics and second language acquisition. Readers will obtain a solid grounding in intervention research, and a foundation for carrying out such research themselves. Anyone interested in linking theory and language teaching will find this book to be invaluable.' Lydia White, McGill University, Montréal
