Student teachers’ performances were also compared to 14 year old pre-university students’ performances (N = 120). A multilevel regression analysis indicates that their level of grammatical understanding as measured by a Test of Grammatical Understanding (TGU) and the elaborateness of student teachers’ argumentation significantly predict the quality of their grammatical reasoning. The current mixed-methods study explores the grammatical reasoning of 108 Dutch L1 student teachers’ in odd one out tasks, showing that student teachers struggle with such reasoning tasks. Previous research suggests that understanding might be stimulated by focusing on grammatical reasoning. Nevertheless, teachers find it challenging to convey an in-depth understanding of grammar to their students. Grammatical knowledge is an important part of L1 language education. How do they ensure their students can really comprehend grammatical constructions or phenomena beyond a shallow level, and if a literacy-related perspective towards grammar teaching is maintained, how can such knowledge be transferred to reading and writing (Fontich, 2016 Watson & Newman, 2017)? Recent research has demonstrated that grammatical understanding can be improved by short interventions targeting underlying linguistic metaconcepts, both at the university level (Van Rijt, De Swart, Wijnands, & Coppen, 2019) and at the secondary school level (Van Rijt, Wijnands, & Coppen, 2020a). Whatever the reason for teaching grammar (literacy development, understanding the language system or a combination of these), the question remains how explicit grammatical knowledge can best be taught to foster students' in-depth grammatical understanding, as this is one of the greatest challenges for language teachers (Andrews, 1997 Myhill, 2000 Myhill, 2003 Sangster, Anderson, & O'Hara, 2013). This study suggests that future research should reconceptualize grammar teaching building on these findings using practice-based research approaches where teachers are offered agency in the research process. Finally, contextualized grammar teaching is discernible which is carried out through reflective interaction and experimentation. In addition, the second theme captures grammar teaching as something that aims to foster metalinguistic understanding.
The results show that grammar teaching is described as challenging, mainly due to differing perceptions of grammar between linguists and teachers. The articles (n=31) were analyzed using reflexive thematic analysis to generate interpretative themes concerning representations of grammar teaching within the field. The review generates interpretative themes of representations of L1 grammar teaching and thus offers guidance for teachers and future research on grammar education. This article reports a literature review of peer-reviewed studies of L1 grammar teaching, published in international English-language journals from 1999 to 2019.
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In conclusion, I indicate the theoretical relevance of this concept and suggest the need for more research on how to implement it effectively in the classroom. While it may not lead to students automatically writing better texts, metalinguistic activity does help them to engage in sustained discussion about text choices in the context of text production, something considered of utmost importance in educating good writers. Results show that metalinguistic activity emerges at different levels (procedural, with common language, and with metalanguage). I discuss how this notion is approached by Grup de Recerca sobre Ensenyament i Aprenentatge de Llengües (GREAL), the Research Group on Teaching and Learning Languages at the Autonomous University of Barcelona (Spain), and describe their seminal study of secondary students' metalinguistic activity in the context of writing. Here 'metalinguistic activity' is proposed as a concept that can contribute conceptual clarity by relating metalinguistic activity both to the ref lexivity that languages afford (i.e., using language to refer to language itself) and to a sociocultural approach to languages (i.e., languages consist of semiotic tools that underpin our psychological development). Some authors have noted a lack of conceptual clarity in the field of L1 grammar instruction for writing.
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