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The impact of socio-cultural learning tasks on students’ foreign grammatical language awareness

A study conducted in German post-DESI EFL classrooms


Heike Niesen

The book introduces an innovative way of teaching grammatical language awareness via socio-cultural learning tasks (SCLTs). It takes a close look at task-supported teaching/learning and socio-cultural learning theory and how they are combined to develop challenging and motivating learning tasks. It also presents ways to implement SCLTs in heterogeneous EFL classrooms and evaluates the learning potential of SCLTs against the backdrop of a more traditional teaching and learning approach (PPP). Besides the illumination of the very promising concept of SCLTs, the applied qualitative and quantitative research methods hope to be a valuable contribution to SLA research.
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Further readings


Birdsong, D. (Vol. Ed.). (1989). Metalinguistic Performance and Interlinguistic Competence. In W. J. M. Levelt (Series Ed.), Springer Series in Language and Communication. Berlin: Springer.

Celce-Murcia, M. & Larsen-Freeman, D. (1998). The Grammar Book. An ESL/EFL Teacher’s Course (2nd ed.). Boston: Heinle & Heinle.

Charkova, K. D. & Halliday, L. J. (2011). Second- and foreign-language variation in tense backshifting in indirect reported speech. Studies in Second Language Acquisition, 33, 1–32.

Chaudron, C. (1983). Research on metalinguistic judgments: a review of theory, methods, and results. Language Learning, 33(3), 343–377.

Dixon-Krauss, L. (1995). Vygotsky in the Classroom. Mediated Literacy Instruction and Assessment. Boston: Allyn and Bacon.

Hawkins, J. (1986). A Comparative Typology of English and German: Unifying the Contrasts. Austin, TX: University of Texas Press.

Hellinger, M. (1977). Kontrastive Grammatik Deutsch/Englisch. Tübingen: Niemeyer.

Hinkel, E. & Fotos, S. (Eds.). (2002). New Perspectives on Grammar Teaching in Second Language Classrooms. Mahwah, NJ: Lawrence Erlbaum.

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