Why a good theory does not necessarily make a better textbook: The case of Foreign Language teaching materials within the Applied Cognitive Linguistics framework

Romero Muñoz, Eloy;Decorte, Remy
(2023) ConGram23 - IV Congrés International Sobre L’ensenyament de la Grammatica — Location: Valéncia (25.January.2023)

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  • Romero Muñoz, EloyUniversité Sorbonne Nouvelle - Paris 3
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  • Decorte, Remyorcid-logoUCLouvain
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Abstract
The objective evaluation of SLA theories is perhaps the single most important issue in SLA research (Jordan, 2004) and certainly one that has insufficiently been addressed in Applied Cognitive Linguistics (Pütz et al., 2001a, 2001b; Tyler et al., 2018; ACL) research. This paper aims to turn the tide. It does so by offering a content analysis of some grammar teaching materials proposed within the ACL framework. Since key pedagogical choices are made at classroom level, the question whether an ACL-inspired syllabus is feasible, needed and acceptable thus largely depends on micro-level variables of which appropriate teaching materials are a key component(Markee, 1997). While reasserting the pertinence of ACL to FL pedagogical grammar / grammar teaching, this paper argues that available cognitive-pedagogical teaching materials do not yet meet some of the minimum requirements for successful implementation in the FL classroom as defined by innovation theory (Wedell, 2009) and materials development research (Tomlinson &Masuhara 2018). The paper ends with some practical suggestions for effective ACL-inspired teaching materials.
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Romero Muñoz, E., & Decorte, R. (2023). Why a good theory does not necessarily make a better textbook: The case of Foreign Language teaching materials within the Applied Cognitive Linguistics framework. ConGram23 - IV Congrés International Sobre L’ensenyament de la Grammatica, Valéncia. https://hdl.handle.net/2078.5/213264