Metaphors and grammar teaching

Abstract

Despite the need for transparency and efficiency in explaining grammatical features to learners of a foreign language only very few systematic attempts have been undertaken to demonstrate the pedagogical added value of concept-based approaches to grammar instruction. The purpose of the paper is (1) to discuss the theoretical underpinnings of such an approach, to (2) present relevant theories of multimedia learning and (3) to summarize some empirical evidence on the efficiency of such an approach to language teaching and learning. The concept-based animated grammar, developed for German, uses a broad range of cognitive linguistic principles for foreign language learning in such areas as, for example, modal verbs or the passive voice.

The disconnect between textbook and research: Inductive versus deductive approaches to grammar in first-year German college textbooks

“…According to Magedanz (2008), grammar presentation and practice in textbooks do not promote proficiency skills as outlined by the ACTFL Guidelines. Roche and Suñer (2016) also draw attention to the lack of communication between the fields of language acquisition research and language pedagogy, resulting in the slow pace at which language classes and textbooks adopt new research findings in acquisition research.…”