What is the role of grammar instruction in second language learning? A sociocognitive account.

Abstract: Many second language (L2) teachers are rightly dissatisfied with the traditional, non-communicative grammar exercises found in many textbooks. In addition, many who attempt to conduct classroom interactions as much as possible in the L2 also encounter resistance among students and colleagues. To support teachers in these situations, some professional development organizations have promoted “Comprehensible Input” (CI) classrooms where grammar instruction and the use of English are abandoned in favor of a full immersion experience. These proposals are often grounded in educational theories based on research from the 1970s-1990s that demonstrated a disconnect between grammar teaching and L2 development. Although current research continues to affirm meaningful target language experiences as essential to building L2 proficiency, it also supports a more nuanced approach to grammar instruction and classroom uses of English than the CI movement currently advocates. 

This talk aims to inform participants on the conclusions of current research regarding the relationship between comprehensible input, explicit grammatical knowledge, and L2 development. It will outline a holistic, socio-cognitive perspective on learners and the nature of language learning that provides an alternative to the computational “input à processing à output” model underlying the primarily cognitively-oriented theories of the 1970s-1990s, and that currently still inform much pedagogical thinking. Given that both our lesson plans and our in-the-moment decision making are shaped by how we understand our professional practices, this talk aims to expand teachers’ conceptual toolkit to accommodate the most recent conclusions and perspectives from L2 research.

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Bio: Paul D. Toth is an associate professor of Spanish applied linguistics at Temple University, in Philadelphia, USA. There, he conducts research on second language classrooms and teaches and mentors doctoral students and Spanish language teachers. Over the past 25 years, he has held a variety of positions related to second language teaching and learning, including: high school and university-level Spanish teacher, language curriculum coordinator, student teacher supervisor, graduate student mentor, and pre-service teacher educator. He has published 23 research articles and book chapters on instructed second language learning, and has twice been awarded the Paul Pimsleur Award for research excellence from the American Council on the Teaching of Foreign Languages.