Second language grammar teaching: practices and rationales

Simon Borg

Abstract


This paper draws on a qualitative study of second language (L2) classrooms to provide a comparative analysis of five teachers’ practices in teaching grammar and of the rationales underlying the teachers’ instructional decisions during
such work. The database for the study consisted of 75 hours of classroom observation and 15 hours of interviews. The analysis presented here highlights the range of decisions teachers are faced with in L2 grammar teaching and
sheds light on the personal understandings of L2 learning and teaching which influence how teachers make these decisions.

Keywords


ensino de gramática; cognição de professores; pesquisa



DOI: https://doi.org/10.5007/%25x

Copyright (c) 2001 Simon Borg

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