The authors discuss two fundamental goals of second language acquisition (SLA): using language grammatically and being able to communicate. They also mention the disagreement in SLA on whether to focus on teaching grammar rules or grammar as a skill. The authors propose a conceptual framework for teaching grammar that focuses on form, meaning, and use at three grammatical levels: subsentential, sentential, and suprasentential. They note that language is mutable and organic, and grammar should be explained through reasons rather than rigid rules.

1. CELCE-MURCIA, LARSEN-FREEMAN
Introduction (1999)
• What is the fundamental disagreement on how
people learn a second language mentioned by
the authors?
• Important goals in SLA:
Using language grammatically (L2 structure)
+
Being able to communicate (L2 communicative use)

2. CELCE-MURCIA, LARSEN-FREEMAN
Introduction (1999)
- Three grammatical levels:
Subsentential level => word level =>morphology
Sentential level => sentence level => syntax
Suprasentential level => text level => discourse

3. CELCE-MURCIA, LARSEN-FREEMAN
Introduction (1999)
• Rules – are not airtight formulations => language is
mutable, organic
• Giving reasons, not rules, for why grammar functions as it
does
• A conceptual framework for teaching grammar (three
dimensions):
form => morphosyntax/syntax => accuracy
meaning => semantics => meaningfulness
use => pragmatics => appropriateness

4. CELCE-MURCIA, LARSEN-FREEMAN
Introduction (1999)
• Formal linguistic theories
• Functional linguistic theories
• Teaching GRAMMARING => grammar as a skill
• Teaching GRAMMAR RULES => grammar as an area of knowledge
• Challenges involved in the teaching/learning of “grammaring”:
 teaching/learning techniques
 learnability = student readiness to learn a particular aspect of the
target language
 language variability – language is both an abstract system and a
socially constructed practice