Book contents
- Linguistic Foundations for Second Language Teaching and Learning
- Linguistic Foundations for Second Language Teaching and Learning
- Copyright page
- Dedications
- Contents
- Figures
- Tables
- Contributors
- Acknowledgments
- Introduction: Setting the Stage
- 1 Where Are We Now? The Status of Linguistics in US Master’s-Level L2 Teacher Training Programs
- 2 The Strengths of Functional-Typological Linguistics in L2 Perspective
- 3 Form Follows Function: Systemic Functional Linguistics for L2 Teaching and Learning
- 4 Incorporating Formal Language Analysis in the Language Teacher Curriculum
- 5 Linguistic Foundations for L2 Pronunciation Teaching
- 6 Why Morphosyntax Matters to Second Language Teaching and Learning
- 7 Discourse and Pragmatics: An L2 Affair to Remember
- 8 Why Conversation Analysis Matters to L2 Teaching and Learning
- 9 Sociolinguistics and Second Language Teaching and Learning
- 10 Why Corpus Linguistics Matters to L2 Teaching and Learning
- 11 The Critical Role of Linguistics in Teacher Preparation
- 12 Why Linguistics Matters to Second Language Teaching in K-12
- 13 Why Teach Linguistics to L2 Learners? Evidence from the Western Washington University Spanish Language Program
- 14 Why Second Language Acquisition Should Be a Part of Linguistics Education
- Conclusion: Where Do We Go from Here?
- Index
- References
6 - Why Morphosyntax Matters to Second Language Teaching and Learning
Published online by Cambridge University Press: 07 February 2026
Book contents
- Linguistic Foundations for Second Language Teaching and Learning
- Linguistic Foundations for Second Language Teaching and Learning
- Copyright page
- Dedications
- Contents
- Figures
- Tables
- Contributors
- Acknowledgments
- Introduction: Setting the Stage
- 1 Where Are We Now? The Status of Linguistics in US Master’s-Level L2 Teacher Training Programs
- 2 The Strengths of Functional-Typological Linguistics in L2 Perspective
- 3 Form Follows Function: Systemic Functional Linguistics for L2 Teaching and Learning
- 4 Incorporating Formal Language Analysis in the Language Teacher Curriculum
- 5 Linguistic Foundations for L2 Pronunciation Teaching
- 6 Why Morphosyntax Matters to Second Language Teaching and Learning
- 7 Discourse and Pragmatics: An L2 Affair to Remember
- 8 Why Conversation Analysis Matters to L2 Teaching and Learning
- 9 Sociolinguistics and Second Language Teaching and Learning
- 10 Why Corpus Linguistics Matters to L2 Teaching and Learning
- 11 The Critical Role of Linguistics in Teacher Preparation
- 12 Why Linguistics Matters to Second Language Teaching in K-12
- 13 Why Teach Linguistics to L2 Learners? Evidence from the Western Washington University Spanish Language Program
- 14 Why Second Language Acquisition Should Be a Part of Linguistics Education
- Conclusion: Where Do We Go from Here?
- Index
- References
Summary
Two different languages may make use of the same grammatical categories, such as number or tense, but one language may make distinctions within that category that the other does not, or express those distinctions with more complex coding than the other. It is even possible that a grammatical category expressed in one language is entirely absent from the other. Second language learning thus requires a comparative approach. The learner must understand the rules and structures in both L1 and L2 order to identify how the languages differ from each other. This requires a “metalanguage” for thinking and speaking about language structure. An understanding of basic morphosyntactic concepts provides just such a metalanguage. Using comparative case studies with data from English, Spanish, German, and Norwegian, this chapter demonstrates the usefulness for second language learning of morphosyntactic concepts such as tense, modality, aspect, finite, infinitive, participle, imperfective, past prospective, gerund, nominalization, definite, indefinite, reflexive, modifier, argument, constituent, complement, dependent clause, relative clause, conjunction, and subordinator.
Information
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- Linguistic Foundations for Second Language Teaching and LearningBridging the Disciplinary Divide, pp. 119 - 138Publisher: Cambridge University PressPrint publication year: 2026
References
Recommended Reading
A long-time best-seller now in its eleventh edition, this book presents the basic concepts of linguistics as well as the wider phenomenon of language in a clear and descriptive manner that assumes no prior knowledge of linguistics. The book includes chapters on grammar, morphology, syntax, and language acquisition.
A highly acclaimed text used both as a coursebook and as a reference guide to English grammar. The book has a pedagogical focus, describing how each grammatical construction is formed as well as its meaning and use in communication.
A very readable introduction to basic morphosyntactic concepts relevant to the study of all languages. The book is written in an accessible style that does not presuppose any linguistic background. Concepts are illustrated with examples from languages around the world.
A very practical reference designed to help teachers of English as a second language predict and understand the problems their students might have due to interference from the student’s own mother tongue. The book includes chapters on most major world languages or language families.
Fromkin, Victoria, Rodman, Robert, and Hyams, Nina. (2018). An Introduction to Language. (w/ MLA9E Updates). 11th ed. Melbourne: Cengage Learning Australia.Google Scholar
Larsen-Freeman, Diane, and Celce-Murcia, Marianne. (2016). The Grammar Book: Form, Meaning and Use for English Language Teachers. 3rd ed. Boston: Cengage Learning.Google Scholar
Payne, Thomas. E. (1997). Describing Morphosyntax: A Guide for Field Linguists, Cambridge: Cambridge University Press,CrossRefGoogle Scholar
Swan, Michael, and Smith, Bernard (eds.). (2001). Learner English: A Teacher’s Guide to Interference and Other Problems. 2nd ed. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
References
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Pallier, Christophe. (2007). Critical periods in language acquisition and language attrition. In Köpke, Barbara, Schmid, Monika S., Keijzer, Merel, and Dostert, Susan (eds.), Language Attrition: Theoretical Perspectives. Studies in Bilingualism 33. Amsterdam: John Benjamins, pp. 155–168.CrossRefGoogle Scholar
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