Proceedings of the - British Association for Applied Linguistics

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The editorial team would like to thank Simon Bishop for his work with the copy editing of the volume and Martin Edwardes for producing the final web-based version of the text vi Jo Angouri, Michael Daller, Jeanine Treffers-Daller
1 Introduction The Impact of Applied Linguistics on the Development of Language Textbooks Farida Abderrahim The Impact of Applied Linguistics on the Development of Language Textbooks Farida Abderrahim University of Constantine, Algeria farida_abderrahim@hotmail.com The place of grammar in language learning has long been a hotly debated issue in Applied Linguistics. The findings of Second/Foreign Language Acquisition research have raised questions about psycholinguistic constraints on the learnability of any grammar. However, in practice, grammar is an important aspect in most textbooks. We will show this through the results of a comparative analysis of the approach which constitutes the foundation of a number of textbooks, the type of sequence and the nature of the activities suggested to enhance learning. Theoretical Background Approaches to Language Teaching Over the centuries, second/foreign language educators have alternated between two types of approaches to language teaching. The first one, Deductive teaching or the Traditional/Structural Approach, presents the grammatical rules explicitly through instruction, and then students practise the rules in order to build an ability to use the elements to communicate, which leads to explicit knowledge of grammar. The second one, Inductive learning, corresponds to an approach where examples are given, the students use the language from the start in order to acquire it, and they derive the rules from practice, which leads to implicit knowledge of grammar, advocated by the Direct Method. Nowadays, language approaches such as the Task-based Approach combine inductive and deductive teaching. In the Task-based Approach, learners are involved in comprehending, manipulating, producing or interacting in the target language, while their attention is focused on meaning, use and function. Textbook Background Textbooks reflect the approach syllabus/material designers implement through the development of specific methods and techniques. In the 1
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Proceedings of the - British Association for Applied Linguistics

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