This is an excellent collection of papers concerned with theory, pedagogic developments and empirical research on the complex role of grammar instruction in second language learning. Essential reading for language teachers, researchers of second language acquisition and educators. -- Carmen Muñoz, Professor of Applied Linguistics, Universitat de Barcelona, Spain Combining chapters describing the theoretical motivation for such pedagogic interventions as `input enhancement`, `processing instruction` and `interactional feedback` with chapters reporting careful empirical studies of the effects of these and other interventions on developing knowledge of L2 grammar, this book is an excellent example of how Second Language Acquisition research can contribute to effective L2 pedagogy. Each chapter is authoritative, accessible, and the range of issues the book deals with in learning grammar is wide. The result is a very valuable contribution to our understanding of how instruction can facilitate L2 learning. -- Peter Robinson, Professor of Linguistics and Second Language Acquisition, Aoyama Gakuin University, Tokyo, Japan The particular strength of this book is the linkage it creates between theory based in linguistics and evidence-based practice research. -- Richard Towell, Emeritus Professor of French Applied Linguistics, University of Salford, UK Reviewed * The Year's Work in English Studies, 94:1 *
