Edited by Laura Gurzynski-Weiss and YouJin Kim
[Research Methods in Applied Linguistics 3] 2022
► pp. 207–232
Meaningfully assessing the effect of instruction on second language (L2) grammatical development requires research that credibly relates observed learner behaviors to relevant theories of language and language learning. After defining the role of grammar in meaningful language use, this chapter compares cognitive and social views of grammatical development to identify key constructs for exploration in ISLA research. It illustrates the relationship between theory and L2 elicitation strategies by first outlining general principles and then describing the design of acceptability judgment tasks and picture description tasks in detail, along with a framework for working with classroom recordings. Specific examples from the author’s research in U.S. high school L2 Spanish classrooms on explicit grammar instruction will be provided. Advice to future researchers will center on empowering readers to find optimal research designs through awareness of the questions about teaching and learning they wish to explore.