Second-language (L2) courses generally place a strong emphasis on grammar, but most grammar teaching remains limited to explanations of grammar rules and practice at applying those rules in simple, often mechanical exercises (Jean & Simard, 2011; Tomlinson & Masuhara, 2013; Wong & VanPatten, 2003). This form of teaching allows learners to develop knowledge of grammar rules which can be deployed to complete simple exercises and written tests (DeKeyer, 1998). However, the knowledge resulting from such teaching procedures is generally insufficient to communicate fluently and spontaneously outside the classroom, which is the underlying aim of instruction and the real goal of most learners (e.g., DeKeyser, 2007; R. Ellis, 2001). Thus, although learners may achieve a thorough understanding of grammar rules, their ability to use them in fluent, real-time communication often remains very limited. Such ability will be referred to as “grammatical knowledge for spontaneous communication” throughout this document and defined as grammatical knowledge that can be accessed with speed and cognitive ease for the purposes of participating in real-time communication in a fluent manner. Researchers recognise the importance of developing grammatical knowledge for spontaneous communication (R. Ellis, 2014; Hulstijn, 2007; Loewen & Sato, 2018) and provide pedagogical guidance (Batstone & Ellis, 2009; DeKeyser, 1998, 2017; Lyster & Sato, 2013; Nassaji, 2017). It is widely agreed among these researchers that L2 teachers can facilitate the development of grammatical knowledge for spontaneous communication through practice activities that engage learners in using target grammatical structures during meaningful, communicative interaction (e.g, DeKeyser, 2017; R. Ellis, 2014; Lightbown, 2008), i.e., targeted communicative practice activities. The aim of this project is to familiarise teachers of a second language with targeted communicative practice activities. OBJECTIVES 1. To enable schools to provide training in developing grammatical knowledge for spontaneous communication as part of their existing CPD programmes. 2. To provide language teachers with opportunities to enhance their understanding of practices and procedures that can promote the development of grammatical knowledge for spontaneous communication. 3. To allow teachers to put the theory into practice by providing them with practical tools such as clear guidelines and a variety of sample activities. TARGET GROUPS 1. Directors of studies at language schools (direct) 2. L2 teachers (direct) 3. Adult L2 learners at CEFR A2 level and above (indirect) OUTPUTS 1. A handbook containing (1) a teacher-friendly overview of the research into the development of grammatical knowledge for spontaneous communication and (2) a compilation of sample activities and procedures that can be used in the classroom for the purposes of developing this kind of knowledge (to be published and accessed online). 2. A curriculum and accompanying materials for a brief CPD programme aiming to enable language schools to train their teachers in developing grammatical knowledge for spontaneous communication (to be published and accessed online). Both outputs will be created in five languages: English, French, German, Italian, and Spanish. Both outputs will subsequently go through processes of piloting and evaluation to ensure the highest quality outcome. PARTICIPANTS Eight providers of L2 instruction to L2 learners (e.g., language schools or universities) will participate in the project. Direct participants will be the directors of studies (n=8) and L2 teachers (n=36) in these organisations, as well as their learners ACTIVITIES 1. Research into the ways that teaching can facilitate the development of grammatical knowledge for spontaneous communication 2. Development of output 1 3. Development of output 2 4. Piloting 5. Evaluation 6. Improvement 7. Dissemination EXPECTED IMPACT 1. Increased awareness of what grammatical knowledge for spontaneous communication is among L2 teachers. 2. Increased theoretical and practical knowledge of how grammatical knowledge for spontaneous communication can be promoted in the classroom. 3. Increased access to relevant teaching materials. 4. Improved communication skills of L2 learners.
The aim of this project was to familiarise language teachers with ways that teaching can promote the development of grammatical knowledge that language learners can use fluently and spontaneously in real-time communication. This kind of knowledge was referred to as “grammatical knowledge for spontaneous communication” throughout the project. The main objectives were defined as follows: 1. To enable schools to provide training in developing grammatical knowledge for spontaneous communication as part of their existing CPD programmes. 2. To provide language teachers with opportunities to enhance their understanding of practices and procedures that can promote the development of grammatical knowledge for spontaneous communication. 3. To allow teachers to put the theory into practice by providing them with practical tools such as clear guidelines and a variety of sample activities.
At the time of writing the application, it was clear through the partners’ experience and in particular through the research conducted by the proposal writer during his PhD studies that there weren’t enough materials for language teachers to promote the development of grammatical knowledge for spontaneous communication. This was later confirmed during further research we conducted at the outset of the project: a transnational survey where teachers provided their views on the subject and an analysis of current language coursebooks. What motivated us to apply for this project was our shared belief that language teachers would benefit from having such resources at their disposal as this would put them in a better position to meet the needs of their learners.