This study presents a corpus-based analysis of articles and texts found in one year of publications from the Modern Language Journal. One corpus per decade since 1917 has been prepared, analyzed and compared to the others. The historical development found
51 from the research has been compared to a historical overview of language learning theory and Norwegian English subject curricula. The purpose of the present study has been to give a historical account of the presence of grammar and linguistics in second language teaching. The main research question of this MA study is: how has the view on grammar and linguistics changed in Second Language Teaching theories throughout the last century? To investigate the main research question in greater detail, the following sub-questions were developed: What parts of grammar and linguistics have been relevant?
What is the relation between language learning theories, Norwegian English subject curricula and the writings in the SLA publications? What is the difference between traditional grammar and modern grammar?
Language in today’s English subject is seen as communication; it is the reason for the subject and thus the aim to strive towards. It is what Vivian Cook defines as Lang₁, a human representation system and what we do in communication. When referring to traditional grammar teaching, Lang₂ seems to be the aim of the language learning.
Language is an abstract external entity. When referring to traditional grammar teaching, it is assumed that learning about the abstract external entity was the purpose of the subject.
Throughout the 100 years studied in this research, this cannot be seen as the purpose of language learning. Language teaching throughout the century aims for language as communication. Nevertheless, the method recommended to reach the aim of successful communication has varied.
The conducted research shows that general discourse about grammar, linguistics and vocabulary has always been important. Words describing more specific elements of grammar vary in number and type of words. There was much focus on linguistics in 1917 and quite much in 1927-1957. 1967-1997 has less focus on grammar and 2007 and 2015 show a renewed interest in grammar.
Words related to phonetics are present from 1917 to 1957. After 1957 they disappear from the wordlist. In the 1917 wordlist, the words noun, tense and subjunctive are found. These words and the words related to pronunciation are the words that differ in 1917 and 2015.
There is less writing about grammar specific points in 2015 than it was in 1917. Even though research shows a renewed interest in grammar and linguistics, ‘verb’ is the only
52 part of speech that has entered the wordlist. It is possible that the peak has not yet come and that there will be an increased interest in grammar in the future.
The renewed interest in grammar can be found in the wordlist analysis but also in the presented theory. In task-based language learning, the communicative method is claimed insufficient if the aim is to become a proficient language user. In CEFR, linguistic
competence is measured on the ability to communicate precisely. Precise use of language is also aimed for in the Renewal of the Knowledge Promotion where there is a renewed focus on linguistic elements such as parts of speech, sentence structures and conjugations.
6.1 Implications for teaching
Knowing the history makes us understand the present and knowing the history of grammar and linguistics in SLA theory, will add perspective to the understanding of grammar education in today’s classroom. The presented research and the theory behind task-based language learning shows that language awareness is useful for language acquisition. Teachers should no longer think of grammar teaching as traditional and something that belongs to the past. At the same time, it is important to bear in mind the purpose behind including a linguistic perspective in language teaching. The aim of grammar teaching should be to improve communication, and that should again influence the methods to be used. The renewed interest in grammar can be seen in both the Renewal of the Knowledge Promotion and the latest Modern Language Journal corpus. This gives depth to the curriculum and its areas of focus. The development found in the curriculum is based on tendencies in newer research. Teachers should therefore know the curriculum and know newer Second Language Acquisition research to avoid the delay that is often found between theory and practice in the classroom. Linguistic awareness helps to make proficient speakers. The teacher should therefore strive to give the students language awareness.
6.2 Suggestion for further research
The study has analyzed a corpus from each decade, the last one being from 2015. It would have been interesting to study in detail the last 20 years to understand in more detail the development within the SLA field. A detailed study would show if the interest in grammar is increasing and would help to understand what can be expected in the future.
53 The study has showed that there is a close relation between the theory presented, the articles in the journal and the curricula. It has not investigated the relation to practice in the classroom. A study comparing the data from this study with textbooks would show the relation to the classroom, and also find out if and how much delay that can be found from the theories are presented till they reach the students.
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