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Teaching and learning english grammar: research findings and future directions.

Edited by MaryAnn Christison, Donna Christian, Patricia A. Duff, and Nina Spada Published by  Routledge  and the International Research Foundation for English Language Education ( TIRF )

An important contribution to the emerging body of research-based knowledge about English grammar, this volume presents empirical studies along with syntheses and overviews of previous and ongoing work on the teaching and learning of grammar for learners of English as a second/foreign language. It explores a variety of approaches, including form-focused instruction, content and language integration, corpus-based lexicogrammatical approaches, and social perspectives on grammar instruction.

Nine chapter authors are Priority Research Grant or Doctoral Dissertation Grant awardees from The International Research Foundation for English Language Education (TIRF), and four overview chapters are written by well-known experts in English language education. Each research chapter addresses issues that motivated the research, the context of the research, data collection and analysis, findings and discussion, and implications for practice, policy, and future research. The TIRF-sponsored research was made possible by a generous gift from Betty Azar. This book honors her contributions to the field and recognizes her generosity in collaborating with TIRF to support research on English grammar.

Teaching and Learning English Grammar  is the second volume in the Global Research on Teaching and Learning English Series, co-published by Routledge and TIRF. 2015  236 pages

Order online from the publisher website . Enter code AF001 at checkout to receive a 20% discount.

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Research on Grammar

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The late Robert J. Connors once called it "the various bodies of knowledge and prejudice called 'grammar.'" For more on the knowledge part, see below:

Selected Research

Connors, robert j. "grammar in american college composition: an historical overview." the territory of language: linguistics, stylistics, and the teaching of composition. ed. donald a.mcquade. carbondale: southern illinois up, 1986. 3-22..

Robert J. Connors, who co-authored Andrea Lunsford's early research on the frequency of error, also studied the history of English grammar instruction in the United States. When did American schools switch from teaching Latin grammar to teaching English grammar? Who invented and popularized sentence-diagramming? How did the rise of structural linguistics in the 1950s affect ideas about grammar? In his inimitable style, Connors treated these questions and more.

Connors, Robert J., and Andrea A. Lunsford. "Frequency of Formal Errors in Current College Writing, or Ma and Pa Kettle Do Research." College Composition and Communication 39.4 (Dec. 1988): 395-409.

Hartwell, patrick. "grammar, grammars, and the teaching of grammar." college english 47.2 (1985): 105-127..

In this classic essay, Patrick Hartwell offers five definitions of grammar that elucidate the many ways the term gets used: from an internalized set of linguistic rules to a meta-awareness and stylistic choice.  His varied definitions suggest the co-existence of multiple literacies that undermine an approach to teaching grammar focused exclusively on correctness.

Lunsford, Andrea A. and Karen J. Lunsford. "'Mistakes Are a Fact of Life': A National Comparative Study."  College Composition and Communication 59.4 (Jun. 2008): 781-806.

Stanford's own Andrea Lunsford, Louise Hewett Nixon Professor of English, is a leader in the study of error in writing. Her long-term quantitative research has revealed shifting patterns of error as technologies and rhetorical situations change. Among Professor Lunsford's findings ( summarized in Top 20 form here ):

• Student papers today are longer and more complex than they were 20 years ago, yet there has been no significant increase in the overall rate of error.
• Although word-processing tools have advanced substantially, they are responsible for the most common error in student writing today: using the wrong word, spelled correctly.

Micciche, Laura. "Making a Case for Rhetorical Grammar." College Composition and Communication 55.4 (Jun. 2004): 716-737.

What do you think of when you think of the word "grammar"? Laura Micciche argues most people think of formal grammar: "Usually, our minds go to those unending rules and exceptions, those repetitive drills and worksheets..." (720). This formal grammar is "the deadly kind of grammar," the one that makes us anxious. Drawing on Martha Kolln's idea of "rhetorical grammar," Micciche argues that grammar doesn't have to be deadly: it can give a writer more powerful choices, and thus make writing and communicating more satisfying and more pleasurable.

Williams, Joseph M. "The Phenomenology of Error." College Composition and Communication 32.2 (May 1981): 152-168.

Why do some grammatical errors seem to cause so much venom and rage? Why is a misuse of the word "hopefully" considered an "atrocity"? Joseph M. Williams examined this question in this still-relevant 1981 article. Williams is also the author of Style: Ten Lessons in Clarity and Grace (Longman).

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Dissertations / Theses on the topic 'English language Grammar'

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Zalewski, Jan P. Hawkins Bruce Wayne. "Redefining the global grammar towards the development of a communicatively-oriented pedagogical grammar of English as a second language /." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311294.

Chiu, Lai-wan Hazel. "Consciousness-raising and the acquisition of grammar." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161823.

Mayhugh, Paul W. "A Chinese-English intermediate Greek grammar." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

Boyd, Jeremy Kenyon. "Comparatively speaking a psycholinguistic study of optionality in grammar /." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3273558.

Lugoloobi-Nalunga, Maureen. "Teaching English grammar : A study of approaches to formal grammar instruction in the subject English in Swedish upper secondary school." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-65459.

Grimshaw, Jane B. "English wh-constructions and the theory of grammar." New York : Garland Pub, 1985. http://books.google.com/books?id=hLJZAAAAMAAJ.

Wu, Kam-yin. "Teacher beliefs and grammar teaching practices case studies of four ESL teachers /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37341893.

Caissie, Roland. "English verb phrase grammar prototypes for speakers of other languages : a cognitive approach to facilitate second language English composition /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9351.

Scott, Leslie A. (Leslie Ann). "Natural Grammar: a Painless Way to Teach Grammar in the Secondary Language Arts Classroom." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc501245/.

Lärkefjord, Bernadette. "Teaching English Grammar : Teaching Swedish Students at Upper Secondary Level." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-623.

The purpose of this essay is to investigate what different ways there are to teach English grammar at upper secondary level and what guidance experienced teachers have to offer. This is done by studying different theorists’ ideas on language acquisition as well as what researchers’ opinions are on how to teach grammar. I have also interviewed seven experienced teachers who work at upper secondary level.

The results of this investigation show that explicit grammar teaching has decreased over the years and been replaced by implicit grammar teaching and communication exercises. Grammar teaching has become integrated with activities focusing on meaning and is taught more through examples than by using grammatical terminology. Since students frequently come into contact with English they are not thought to need grammar rules as much, since they learn the language in a native-like way almost. However, they repeatedly make some mistakes. Each teacher had different methods for dealing with these mistakes, but they seemed to be keeping in mind the students’ needs and the curriculum.

In this study, I will highlight some methods for teaching grammar, factors that can influence learning and provide information on some existing theories about how students learn their second language.

Chiu, Lai-wan Hazel, and 趙麗雲. "Consciousness-raising and the acquisition of grammar." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945004.

Tuomas, Petra. "Teaching grammar: A study of the common English grammar errors and grammar teaching methods that can be relevant for Swedish upper secondary schools." Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19842.

Wilcox, Karen Marie. "Defining grammar : a critical primer." Thesis, Montana State University, 2004. http://etd.lib.montana.edu/etd/2004/wilcox/WilcoxK04.pdf.

Johansson, Elina, and Marija Cukalevska. "The Impact of MALL on English Grammar Learning." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40433.

Hinrich, Sally Wellenbrock. "A contextualized grammar proficiency test using informal spoken English." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3816.

McClure, Ellah Sue. "Six middle school language arts teachers' beliefs about grammar and their teaching of grammar while participating In a professional learning community." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-11122006-225340/.

Hankvist, Annikki. "Technology in the English Language Classroom : Computer-Assisted Grammar Learning." Thesis, Linköpings universitet, Utbildningsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144495.

Knight, Nikita. "Theory and Practice : A comparison between English schoolbook grammar and English grammar teaching practiced in a Swedish secondary school." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45893.

McDuffie, Kristi. "Rhetorical grammar and you : a study of first-year composition papers /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131524366.pdf.

Fischer, Klaus. "Investigations into verb valency : contrasting German and English." Thesis, University of Wales Trinity Saint David, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683145.

Hamrick, Phillip. "The Effectiveness of Cognitive Grammar and Traditional Grammar in L1 Pedagogy: An Empirical Test." Connect to resource online, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1212177577.

Chu, Ho-tat Matthew. "Grammar and world-view : a comparative investigation of the syntax of English and Chinese /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18685353.

Leech, Frances Anne. "A dual approach to the robust parsing of natural English language." Thesis, Lancaster University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301822.

Wade-Woolley, Lesly A. (Lesly Ann). "For-to complements in Appalachian English." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59236.

Mai, Hwai-min Aminah. "Grammar pedagogy and the task-based curriculum Hong Kong teachers' beliefs and practices /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B3196347X.

Chu, Ho-tat Matthew, and 朱可達. "Grammar and world-view: a comparative investigation of the syntax of English and Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31951235.

Polzenhagen, Frank. "Cultural conceptualisations in West African English : a cognitive-linguistic approach /." Frankfurt am Main [u.a.] : Lang, 2007. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016163259&line_number=0004&func_code=DB_RECORDS&service_type=MEDIA.

Walinska, De Hackbeil Hanna. "The roots of phrase structure : the syntactic basis of English morphology /." Thesis, Connect to this title online; UW restricted, 1986. http://hdl.handle.net/1773/8429.

Kansa, Metee. "Body part-related metaphors in Thai and English." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1259310.

Pederson, Mark John. "Usability evaluation of grammar formalisms for free word order natural language processing /." [St. Lucia, Qld], 2000. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16187.pdf.

Lim, Jayeon. "The developmental process of English simple past and present perfect by adult Korean learners /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3080591.

Witkowska-Stadnik, Katarzyna Hawkins Bruce Wayne. "Variability in interlanguage as a result of imagery alternatives a case study /." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9219090.

Chae, Hee-Rahk. "Lexically triggered unbounded discontinuities in English : an indexed phrase structure grammar approach." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1235744035.

Pocock, Simon James. "Prepositions, syntax and the acquisition of English as a foreign language." Thesis, University of London, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243437.

Li, Kin-ling Michelle, and 李健靈. "Chinese pidgin English and the origins of pidin grammar." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45815902.

Morris, Paul Edmund Neuleib Janice. "Moving grammar from the margins exploring an integrated and constructivist approach to teaching microstructure /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251867071&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1178892538&clientId=43838.

Gaynor, Robert Lee. "Computer Grammar Checkers and ESL Writers." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4796.

Iida, Eri. "Hedges in Japanese English and American English medical research articles." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99723.

Mbeje, Audrey N. "The function of demonstratives in Zulu and English : a contrastive study with pedagogical implications." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1247891.

An, Youngjae. "Crossover effects in second language acquisition : a view from German-English and Korean-English interlanguage grammar." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/20573/.

Timmis, Ivor. "Corpora, classroom and context : the place of spoken grammar in English language teaching." Thesis, University of Nottingham, 2003. http://eprints.nottingham.ac.uk/12246/.

Abdullah, Khaled. "The analysis and classification of English idioms : with special reference to the comprehension of English idioms by advanced Syrian learners of English." Thesis, Birmingham City University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263386.

Wen, Ya Ting. "The role of explicit and implicit grammar instruction in the Taiwanese University EFL context." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=192196.

Rothstein, Susan Deborah. "The syntactic forms of predication." Bloomington, IN : Indiana University Linguistics Club, 1985. http://books.google.com/books?id=pWRiAAAAMAAJ.

Gray, James Wesley. "Task-Based English Grammar Instruction: A Focus on Meaning." Kyoto University, 2020. http://hdl.handle.net/2433/253376.

Auer, Anita. "The subjunctive in the age of prescriptivism : English and German developments during the eighteenth century /." Basingstoke : Palgrave Macmillan, 2009. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9780230574410.

Lee, Seonmi. "Definiteness in Korean." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063199.

Toyota, Junichi. "Diachronic change in the English passive /." Basingstoke : Palgrave Macmillan, 2008. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9780230553453.

Wu, Kam-yin, and 胡錦賢. "Teacher beliefs and grammar teaching practices: case studies of four ESL teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37341893.

Kobele, Gregory Michael. "Generating copies an investigation into structural identity in language and grammar /." Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1273094861&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Teaching and Learning English Grammar: Research Findings and Future Directions - 2015 - Front matter and Table of Contents

Christison, M.A., Christian, D., Duff, P., & Spada, N. (Eds.). (2015). Teaching and learning English grammar: Research findings and future directions. New York: Routledge. ABSTRACT An important contribution to the emerging body of research-based knowledge about English grammar, this volume presents empirical studies along with syntheses and overviews of previous and ongoing work on the teaching and learning of grammar for learners of English as a second/foreign language. A variety of approaches are explored, including form-focused instruction, content and language integration, corpus-based lexicogrammatical approaches, and social perspectives on grammar instruction.... You'll find the (draft) chapter by Duff, Ferreira & Zappa-Hollman under 'Articles' on this site. TABLE OF CONTENTS Foreword --Joanne Dresner Preface --MaryAnn Christison, Donna Christian, Patricia A. Duff, and Nina Spada Part I. Overview of English grammar instruction Chapter 1. An overview of teaching grammar in ELT --Marianne Celce-Murcia Part II. Focus on form in second language acquisition Chapter 2. Focus on form: Addressing grammatical accuracy in an occupation-specific language program --Antonella Valeo Chapter 3. Teaching English grammar in context: The timing of form-focused intervention --Junko Hondo Chapter 4. Form-focused instruction and learner investment: Case study of a high school student in Japan ---Yasuyo Tomita Chapter 5: The influence of pretask instructions and pretask planning on focus on form during Korean EFL task-based interaction --Sujung Park Part III. The use of technology in teaching grammar Chapter 6. The role of corpus research in the design of advanced level grammar instruction --Michael J. McCarthy Chapter 7. Corpus-based lexicogrammatical approach to grammar instruction: Its use and effects in EFL and ESL contexts --Dilin Liu and Ping Jiang Chapter 8. Creating corpus-based vocabulary lists for two verb tenses: A lexicogrammar approach --Keith S. Folse Part IV. Instructional design and grammar Chapter 9. Putting (functional) grammar to work in content-based English for academic purposes instruction --Patricia A. Duff, Alfredo A. Ferreira, and Sandra Zappa-Hollman Chapter 10. Integrating grammar in adult TESOL classrooms --Anne Burns and Simon Borg Chapter 11. Teacher and learner preferences for integrated and isolated form-focused instruction --Nina Spada and Marília dos Santos Lima Chapter 12. Form-focused approaches to learning, teaching, and researching grammar --Rod Ellis Epilogue --Kathleen M. Bailey

Related Papers

The Canadian Modern Language Review / La revue canadienne des langues vivantes

Patricia (Patsy) Duff

Duff, P., Ferreira, A., & Zappa-Hollman, S. (2015). In M. Christison, D. Christian, P. Duff & N. Spada (Eds.), Teaching and learning English grammar: Research findings and future directions (pp.139-158). New York: Routledge. ABSTRACT A growing body of curriculum development, instruction, and research focuses on ways of attending to grammar systematically in content-based academic English programs (Coffin, 2010). This work examines the functions of the grammatical structures to be learned to express particular meanings in oral and written texts within and beyond sentences in authentic discourse contexts (Derewianka & Jones, 2012). Content areas in which explicit grammatical instruction has been integrated successfully include social studies, history, geography, English, and mathematics in K-12 and higher education programs (e.g., Christie, 2004; Mohan, 1986; Schleppegrell, Achugar & Oteíza, 2004). In this chapter, we first discuss the changing contexts for the teaching of English grammar across educational programs and curriculum worldwide, particularly with relatively advanced learners engaged in English-medium instruction (i.e., content and language integrated learning). Next, we discuss traditional approaches to grammar instruction and research and then review some promising functional approaches being taken up by language educators and content specialists in the US, Australia, and other countries, and at our own institution in Canada. We provide theoretical and research foundations and examples of the implementation and effectiveness of such approaches to the teaching and learning of (discourse) grammar by examining nominalization and grammatical metaphor, for example. We conclude by discussing some implications of developments in this area for teacher education--for language instructors, teacher educators, and content specialists--as well as for program development and future research on grammar instruction.

Ali Umar Fagge

Tesol Quarterly

TESL Canada Journal

Ayşe S Akyel

This article examines a number of adult ESL grammar textbooks via an author designed checklist to analyze how well they incorporate the findings from research in communicative language teaching (CLT) and in form1ocused instruction (FFI). It concludes that although a few textbooks incorporate some of the research findings in CLT and FFI, they are not necessarily those chosen by the teaching institutions.

LiBRI. Linguistic and Literary Broad Research and Innovation

Academia EduSoft

The present paper reports on a study that was carried out to compare the effectiveness of three instructional techniques, namely dialogues, focused tasks, and games on teaching grammar. The participants were 48 pre-intermediate EFL students that formed three experimental groups. A posttest consisting of 20 productive items was administered at the end of the treatment period which lasted for four sessions. The results revealed no statistically significant difference between the three groups. This suggests that the three instructional techniques had relatively the same effect on the accurate grammatical production of the learners.

Annual Review of Applied Linguistics

Hossein Nassaji

Andrew Schenck

Schenck, Andrew. An Investigation of the Relationship Between Grammar Type and Efficacy of Form-Focused Instruction. The New Studies of English Language & Literature 69 (2018): 223-248. Because phonological, semantic, and morphosyntactic characteristics of grammatical features can have a significant impact on form-focused instruction, utilization of different grammatical features to test new language teaching techniques may conflate determinations of efficacy or inefficacy. The purpose of this study was to holistically examine different types of instruction, comparing them with grammatical features to evaluate effectiveness. Forty-six experimental studies of form-focused instruction were selected for study. Comparison of effect sizes suggests that the efficacy of form-focused instruction differs considerably based upon the type of grammatical feature targeted. Input-based instruction (e.g.,input enhancement or explicit rule presentation) appears more useful for features like the plural -s, past -ed, and third person singular -s, which are phonologically insalient, yet morphologically regular. Output-based instruction (e.g., corrective feedback or recasts), in contrast, appears more effective with grammatical features such as questions, phrasal verbs, conditionals, and articles, which are syntactically or semantically complex. Overall, the results suggest that differences in grammar be considered before curricula or pedagogical interventions are designed. (State University of New York, Korea)

International Journal of English Language Teaching

This paper unravels aspects of English grammar to be reinforced in the teaching of English as a second or foreign language. The data sources for the study are the following: the broad corpus which consists of 392 BEPC exam essays (2014 and 2015), 46 class test essays (15 in 2016, 15 in 2017 and 16 in 2018) and the narrow corpus which consists of a series of ten (10) designed tests altogether intended for 100 Troisieme class pupils (administered in 2019). The framework used for this study is the Communicative Effect Taxonomy in error analysis as developed by Hendrickson (1976). Findings revealed that Troisieme pupils' English is strewn with global errors, local errors and ambiguous errors. Actually, 20 global error types (including the choice of the wrong auxiliary), 14 local error types (including the V-ed form attached to irregular verbs) and 9 types of ambiguous errors (including the use of the preposition 'at' in place of 'about') were identified in the broad corpus and highlighted in the narrow corpus. By doing so, Troisieme pupils' communicative proficiency as well as their linguistic proficiency was found to be low, and their communicative proficiency was found to be lower than their linguistic proficiency. From the above aspects of English grammar to be reinforced in the teaching of English as a second or foreign language were unveiled. The essence of it all is to improve communicative and linguistic proficiency in English.

Hilal Peker

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Articles on English grammar

Displaying all articles.

Five things people get wrong about standard English

Willem Hollmann , Lancaster University

Grammar still matters – but teachers are struggling to teach it

All hail apostrophes - the heavy lifters who ‘point a sentence in the right direction’

Roslyn Petelin , The University of Queensland

Michael Gove’s grammar: former education minister is gonna rue the day he used Nonstandard English

Emma Moore , University of Sheffield

Does your child struggle with spelling? This might help

Misty Adoniou , University of Canberra

In defence of grammar pedantry

Grammarians rejoice in the $10 million comma

‘He’ vs ‘she’ in Australian media coverage: what the language of news tells us about gender imbalance

Annabelle Lukin , Macquarie University

Beware the bad big wolf: why you need to put your adjectives in the right order

Simon Horobin , University of Oxford

Why does using a period in a text message make you sound insincere or angry?

Lauren B. Collister , University of Pittsburgh

The grammar police belong in the 18th century – let’s not inflict their rules on today’s children

Jane Hodson , University of Sheffield

Why the German language has so many great words

Bruce Duncan , Dartmouth College

Why is English so hard to learn?

Sean Sutherland , University of Westminster

The absurdity of English spelling and why we’re stuck with it

Baden Eunson , Monash University

Related Topics

• English language
• English rules
• English spelling
• Linguistics
• Standard English
• Teaching grammar

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Course coordinator, The University of Queensland

Professor of Linguistics, Lancaster University

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Associate Professor in Linguistics, Macquarie University

Professor of German Language Emeritus, Dartmouth College

Senior Lecturer in English Language and Literature, University of Sheffield

Professor of Sociolinguistics, University of Sheffield

Senior Lecturer in English Language and Linguistics, University of Westminster

Associate Professor in Language, Literacy and TESL, University of Canberra

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English for Academic Research: Grammar Exercises

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About this book.

This book is based on a study of referees' reports and letters from journal editors on reasons why papers written by non-native researchers are rejected due to problems with English grammar.

The exercises include the following areas:

• active vs passive, use of we
• articles ( a/an, the , zero) and quantifiers ( some, any, few etc.)
• conditionals and modals
• countable and uncountable nouns
• infinitive vs -ing form
• numbers, acronyms, abbreviations
• relative clauses and which vs that
• tenses (e.g. simple present, simple past, present perfect)

This new edition includes exercises on using Large Language Models for generating and correcting emails, plus a separate chapter on using automatic translation.

The exercises can also be integrated into English for Academic Purposes (EAP) and English for Special Purposes (ESP) courses at universities and research institutes.

English for Research: Usage, Style, and Grammar English for Writing Research Papers English for Academic Correspondence and Socializing

Adrian Wallwork edits scientific papers and teaches English for Academic Purposes (EAP) to PhD students. In addition to his many books for Springer, he has written course books for Oxford University Press and discussion books for Cambridge University Press.

• English as Second Language
• Grammar Exercises
• Large Language Models
• Autotranslation

Authors and Affiliations

Adrian Wallwork

About the author

Adrian Wallwork  edits scientific papers and teaches English for Academic Purposes (EAP) to PhD students. In addition to his many books for Springer, he has written course books for Oxford University Press and discussion books for Cambridge University Press.

Bibliographic Information

Book Title : English for Academic Research: Grammar Exercises

Authors : Adrian Wallwork

Series Title : English for Academic Research

Publisher : Springer Cham

eBook Packages : Education , Education (R0)

Copyright Information : The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

Softcover ISBN : 978-3-031-53167-5 Due: 01 July 2024

eBook ISBN : 978-3-031-53168-2 Due: 01 July 2024

Series ISSN : 2625-3445

Series E-ISSN : 2625-3453

Edition Number : 2

Number of Pages : X, 151

Number of Illustrations : 3 b/w illustrations

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Book titles in this series

English for academic research: writing exercises.

• Adrian Wallwork
• Copyright: 2024

Available Renditions

English for Academic Research: Grammar Exercises

English for Academic Research: Vocabulary Exercises

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English for Academic Research: Grammar, Usage and Style

• Copyright: 2023

English for Writing Research Papers

Essential English Grammar and Communication Strategies

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• Copyright: 2022

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• Anna Southern
• Copyright: 2020

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