Abstract grammar and concrete wording in L2 communication

Abstract

The importance of multiple-word sequences in second language (L2) learning or acquisition is widely accepted. In this paper some aspects of (1) abstract knowledge of grammar and (2) concrete familiarity with wording (the make-up and sequencing of words in sentences) are considered in relation to multiple-word sequences, and applications are suggested for language teaching. It is suggested that the most natural expression of a grammatical rule is not an explicit statement of grammar, but rather it is the very set of concrete words or phrases or sentences within which the rule applies. In the case of a morphological rule, in particular, knowledge of grammar seems to extend exactly to the limits of familiarity with each of the words covered by the rule. And this familiarity goes beyond the word itself to take in the immediate environments (word sequences, phrases) that typically accompany the word. Acquisition of pronunciation skills facilitates recognition of whole phrases, which contributes directly to comprehension of meaning when listening to L2. In this connection, "superfluous" expressions in conversational communication and content vocabulary are considered. In order to help learners hear wording accurately, listening for form and repetition for form are recommended as formats of practice. It is suggested to give emphasis and priority to concrete wording over grammatical generalizations in language teaching in order to allow for personalized discovery of generalizations on the part of the learners, while providing them guidance as well.