Grammar in L2 teaching

Abstract

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Overview:
This issue of Babylonia focuses on the role of grammar in second language (L2) education. It explores different approaches to teaching grammar, moving beyond traditional methods toward more learner-centered, reflective, and functional practices. The issue engages with both theoretical perspectives and classroom applications.

Key Contributions:
The editorial highlights grammar as a classic yet still controversial topic in language teaching. The PISA study results reinvigorated the discussion on language competence and educational equity in Switzerland, leading to renewed attention on written standard German and language support measures for disadvantaged students.

Paul R. Portmann-Tselikas promotes a “receptive grammar” approach focused on meaning and learner attention. Erwin Tschirner and Erik Kwakernaak stress the importance of listening and natural acquisition sequences. Maurice Laurent and Blaise Extermann propose differentiated and inductive strategies. Martin Parrott advocates introducing complex grammar structures early on.

The issue presents empirical research (e.g. the DiGS project in Geneva), multilingual learning strategies (Dario Corno), and a focus on learner errors and their cognitive value (Crochot/Rieussec). Topics include learner motivation, identity in diglossic contexts (Thonhauser), feminist linguistic critiques (Elmiger), and innovative material development (Hafner).

Conclusion:
Babylonia 2/2003 affirms that grammar teaching must evolve. It should serve as a tool to deepen understanding, support communication, and respect learner diversity. A flexible, receptive, and function-oriented approach is key to effective grammar instruction in L2 classrooms today.