Explicit knowledge of language is posited as a core component of language teachers' professional knowledge, as it impacts on their classroom practice, cognition and professional reflection. In response to a sociocultural turn in teacher education, this paper presents a sociocultural rationale for the implementation of an explicit-inductive…

Unlike traditional methods, the communicative approaches draw on implicit and incidental ways of learning and contextualised exercises of grammar which improve language performance in terms of fluency and communicative competence. However, the discursive plan implies the use of high-level units of knowledge and the automatization of low-level…

Situated within Sociocultural theory (SCT), this article analyzed an existing data set (Toth, 2021a, 2021b, 2021c, available at https://www.iris-database.org) to investigate learners' development through participation in a dialogic approach to grammar instruction called PACE. The target of instruction was the Spanish pronominal clitic…

Guided by Activity Theory framework, this study tends to uncover prominent contradictions in the activity systems in which non-native English as a Foreign Language (EFL) grammar teacher cognition operates. The study attempts to fill the existing research gaps, as there are visible gaps in the literature to address the problem from this angle. To…

A large number of studies have explored grammar instruction through implicit and explicit instructional conditions. The general conclusion drawn from these studies points to the superiority of explicit instruction; however, the claim has been attenuated by a number of reservations raised regarding its generalizability across types of grammatical…

The current study contributes to the argument regarding whether L2 learners up to advanced levels make agreement errors on grammatical gender. It reports gender agreement accuracy on a written Grammaticality Judgment Task (GJT) and an Elicited Oral Production Task (PDT) on known nouns assigned the correct gender by participants on a vocabulary…

Most people want to be able to read their reading materials quicker and remember them effectively. Covering a large quantity of reading materials at a normal speed requires much more time than is usually available. Good readers, however, can cover a lot of materials by identifying key elements of a sentence for key idea with the help of…

The purpose of this state-of-the-art review is to provide a general overview of recent research on time distribution and second language (L2) learning with special implications for classroom settings. Several studies have been performed to examine how to best distribute the hours of L2 practice to maximize learning by comparing conditions that…

Task-based language teaching (TBLT) and task-supported language teaching (TSLT) are often seen as incompatible as they draw on different theories of language learning and language teaching. The position adopted in this article, however, is that both approaches are needed especially in instructional contexts where 'pure' task-based teaching may be…

Over the past decades, much of the discussion regarding grammar teaching has evolved around the identification of the best language teaching approach to facilitate effective learning of English language among second language (L2) learners. Despite the various approaches introduced and implemented in the realm of L2 teaching, the language…

Classroom research involving young participants' perceptions is difficult and therefore not frequently undertaken. This article describes how an innovative use of drawings supported by pupil clarification of content can diminish difficulties and, more importantly, provide valid and in-depth reliable qualitative data for analysis. The study…

There has recently been much criticism, at government level, of the role of universities on the training of teachers in the UK. This paper investigates the effects of an initial teacher education programme (ITE) at a higher education institution (HEI) on trainee modern foreign language teachers. Seven modern foreign language trainees teachers were…

This article reports on the results of action research conducted in a university ESP classroom in Oman. The impetus for this research was the practitioner's dissatisfaction with the current practice of introducing the grammatical concept of the English passive and its subsequent results. Framed within the sociocultural theory of cognitive…

The work of L.S. Vygotsky was popularised in the West between two great waves of educational thought: constructivism and cognitivism. Reception was therefore colored by three metaphors introduced by Jerome Bruner: 'construction', 'scaffolding' and 'narrative'. Narratives were to be characterized by features we call SELF: Subjects, Expectancy and…

The purpose of this article is to isolate and detail various literacies deployed by youth when they composed multimodal texts that culminated in the production of student films. In particular, we focus on manifestations of young people's thinking in the forms of fast and slow literacies. Using data from a series of research studies in which we…