Approaches to Grammar Instruction in Teaching Materials: A Study in Current L2 Beginninglevel Spanish Textbooks Author(s): Claudia Fernndez Source: Hispania,

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Approaches

to Grammar

Instruction

in Teaching

Materials:

A Study in Current L2 Beginning-level

Claudia Knox Fernndez College, USA

Spanish Textbooks

Abstract:

materials.

and applied in published This study explores how grammar instruction is conceptualized Spanish to grammar instruction in It sought to answer the following questions: What are the approaches on grammar How do they reflect current perspectives current, college-level, beginning Spanish textbooks?

textbooks were examined. The chapters presenting the Spanish Six widely adopted Spanish the presentation of explicit informa preterite were arbitrarily selected for the analysis, which examined of data as well as the types of activities offered for learners to begin the acquisition tion and language still follow traditional the grammatical feature. The results showed that although most of the textbooks teaching? approaches perspectives profession Keywords: are incorporating to teaching grammar, there is evidence indicating that textbooks teaching This article addresses the central role of the based on what is known about L2 acquisition. in the development grammar acquisition, of published grammar materials teaching, that aim at the acquisition instructed SLA, of grammar. textbooks

L2 acquisition,

1. Introduction
he role issue that grammar whether instruction plays in L2 years acquisition or so, continues to be an important examined relevant to

to investigate.

In the last twenty or not explicit what types have of teaching

a number

of studies

have

not only the teaching building resolved, practitioners While contexts has a mental newer

grammar

instruction techniques

is necessary are most helpful the issue acceptance

but, more

profession,

for learners

to start

representation perspectives of their that

of the L2 emerged instruction the past

grammar. that seem or empirical should decades two

Although to enjoy rationale. occur

is not yet conclusively among and SLA scholars and

because the premise

theoretical L2

in meaningful 1998), and where students'

communicative researchers attention acquire contexts. learners'learning for learners and

not have

changed advocated of the L2

over

(Savingon to notice devoid to form it is critical of course,

practitioners to formal Because newer

for a role of grammar in an effort instruction

instruction

is drawn them.

aspects

for learners is by no means attention

subsequently and

this form-focused teaching techniques to newer form-focused

of meaning to engage grammar

communication,

try to incorporate perspectives

in meaningful L2

According processes during

to L2 teaching, including,

instruction,

instruction

to begin to develop an implicit linguistic system (Doughty 2001 ; Doughty and Williams 1998; Larsen-Freeman2003; Lee and VanPatten 2003; Long 1991; Nassaji and Fotos 2004;VanPatten 1996). Therefore, the traditional way of teaching grammar with the presentation-production
practice does (2004) model (PPP) (Larsen-Freeman 2003) is no longer advocated because presenting grammar and Fotos

rules explicitly and manipulating them through drills or decontextualized production practice
not engage report can the cognitive that in terms and part use processes of grammar instructed necessary instruction forms for grammar "learners in their various behavior" (130). acquisition. must. . . have Nassaji the opportunities relationships techniques so for

to encounter, the forms

process, become

form-meaning In this sense,

of the interlanguage

AATSP

Copyright 2011.

Hispania

94.1 (2011):

155-170

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Hispania
instruction such

94 March 2011

grammar cesses to use learners

that

include making

the provision form-meaning

of comprehensible connections, are seen and

input,

that engage

L2

pro

as noticing

and

that provide effective

opportunities ways and on to help teach

the L2 acquire

in meaningful, the grammar of the extensive

communicative of the target and growing

ways language. body

as the most

In spite ing, there

of literature on

on grammar new

acquisition

is scarce

methodological there and

investigation

whether

perspectives how

teaching have reached actual teaching techniques in published materials, in particular Spanish
textbooks. taught teaching question To my knowledge, textbooks that reflect is not an investigation and how these L2 teaching how yet that addresses materials are A way grammar grammar in these is in Spanish techniques whether incorporating of casting and

grammar

newer

perspectives. grammar

a light on this taught

is by conducting

a study

to examine

is presented

published materials. The focus of the present study is to address this issue. The analysis consisted of identifying
the instructional features that textbooks present to teach grammar, such as explicit informa

tion, language examples, and types of activities or tasks. It is hoped that this study will provide
information instruction tors have encourages involved on the current and whether a great influence and state how of commercial they reflect Spanish current teaching materials regarding Because hoped grammar L2 instruc that this study actively of grammar. teaching forces perspectives. it is also of change,

in the decision critical

of textbook

publication, that promote

them to become in the development

and well-informed materials

as they become

of published

the acquisition

2. Background 2.1 Some Definitions

Although mar is defined there are several definitions implicit, of the term and abstract "grammar," knowledge in the present that humans study have gram in their

as the underlying,

minds regarding the morphology and syntactic rules of their mother language(s). In the field of Second Language Acquisition (SLA), this is the type of knowledge that L2 learners need to
build and develop before they can become successful L2 users.

With respect to the definitions of "approach," "method," and "technique" used in this ar ticle, I have adopted Anthony's (1963) definitions (qtd. in Brown 2002). Approach, according
to Anthony, Method is a set of assumptions plan dealing with the nature of language, which learning, is based and teaching. is the overall for systematic with presentation an approach we of language, as well. shed light on a selected

approach. Techniques are the specific classrooms activities to facilitate learning, which are
consistent analyzing which, with a method and, thus, Based on these definitions, that is selected, by a set of activities in turn, provides of a given textbook, on the method

information

on the approach

followed.

2.2 The Role of Input in Grammar Acquisition There are two premises upon which the field of SLA has agreed, and which have signifi
cant implications for L2 grammar instruction. First, in order for learners

the language successfully, they must ultimately create an implicit linguistic system (Doughty 2001, 2003; N. Ellis 2002; VanPatten 2004a; Williams 2005). Although the nature of this system is debatable, there is no question that L2 acquisition involves some type of underlying linguistic knowledge. In this sense, L2 teaching should focus on facilitating the acquisition of this knowledge, finding the best ways in which learners can integrate linguistic forms and rules into their developing systems.

to acquire

and

use

The other point of agreement in SLA concerns the essential role that input (i.e., the language that the learner hears, reads, and sees [in the case of sign languages]) plays in L2 acquisition.

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Fernndez

/ Approaches

to Grammar

Instruction

Input begin

provides are

the data

or "raw of the L2.

material" Therefore,

necessary

for learners' to develop

internal an L2

learning grammar, the input

mechanisms it is essential input

to

the acquisition exposed 1997; of many just much so Gass consists

for learners

that they 1994; and

to significant 1985;

amounts VanPatten

of comprehensible, 2003). However, phonological, at the same attention time

meaning-bearing because

(Ellis and

Krashen

is so complex pragmatic, learners. and, a message, The

components a few) that L2

(morphological, can take

syntactical, when

lexical, there efforts general

to name is only

that are all attended learners can pay

interpreting beginner resources

to, especially

to focus

on the meaning may do not process or do not acquire to facilitate

up much there which

of the attentional aspects

although that learn thus take

comprehension to acquire can

be achieved, (i.e.,

are still linguistic they

in the input meaning), is where aware and

ers do not notice, longer attempts

with

do not connect 1996; 2003). become Here

at all

(VanPatten

instructional that may

be made

acquisition

so that learners

of forms

be missed if they were left on their own. 2.3 Production

The however, role many

and Grammar Acquisition

language see production language plays in L2 acquisition is not conclusively and resolved; not its cause scholars as the result of acquisition put forward learning to engage learners

that

production

(Ellis 1994; Gass 1997; Krashen 1985; VanPatten 2003; Williams 2007). Production, however,
seems 2005) to significantly and other scholars help language development, as has been of L2 by Swain (Gass and (1998, Mackey within the interaction hypothesis forces

2006; Long 1996).

According processing linguistic dition, forms as a result to Swain (2005), language to produce production the and L2 how learners forces them in deep to pay syntactic to In ad than because and the need their accurately to organize are more attention whole. in memory

relationships,

as a coherent

of this deep-processing,

forms

likely

to be retained

if they were only processed for comprehension. Swain (2005) claims that, through production, learners have the opportunity for hypothesis testing, for noticing forms during input, and forthe
development of language awareness, production to the interaction which activities greatly contribute learners to L2 acquisition. to use grammar learners According forms to her, communicative-based promote to receive of and promote further language feedback on that push accurately 1998).

development,

especially of their

in advanced production utterances, not 2006). linguistic

language offers thus

learners

(Swain

According reflection

hypothesis, do not know (Gass and

language or have Mackey acquired

the opportunity their recognition may as also a way

on the (in)correctness what they modifications acquired and

promoting Such

mastered.

processes is also seen which Ellis 2002;

language

Production knowledge, (N.

for learners form-meaning

to retrieve

or partially promotes field

strengthens VanPatten

connections

automatization

and fluency

2003; Williams 2007).

These with tive, and positions occur meaningful devoid ways of the SLA on the role Approach, where learners of production seem have for grammar development, along the tenets it should express of the Communicative in situations messages; of significant to imply occur that for production to interpret, to be effec negotiate, There

the opportunity

that is, it should

in communicative

contexts.

fore, traditional production practices typically found in textbooks that go from very restrictive
contextsoften 1972) or other meaningto less-restricted ones such SLA as drills views. (Paulston types that and the 2003; of form manipulation are not supported for meaningful processing, (Larsen-Freeman by current and These

of activities promote

may

not provide awareness,

the opportunities deeper syntactic connections

purposeful testing, Lee and

interaction feedback, VanPatten

language

hypothesis 2003;

strengthening

of form-meaning

Savingon 1998; Toth 2004, in press; Walz 1989; Wong and VanPatten 2003).

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Hispania

94 March 2011 in Grammar Teaching

widely used instructional information methods (i.e., for making about learners the L2 aware and how of it is information with explicit

2.4 Current Techniques

Perhaps grammatical works). The still debatable; one forms issue

of the most is providing of whether most

explicit scholars

or not to provide

students

grammar instruction

information that includes

however,

see a beneficial

role for grammar it and have results

this information. Ellis (1990,2002),

a certain grammatical such is beneficial is not equal form, they they do not have information fectiveness information. for L2 across

for example, argues that if learners have information about

are more A great likely number to notice of studies The connect meaning to suggest of factors to it than explicit as the if investigated seem whether

grammar

acquisition. rather,

that its ef such

the board;

it depends

on a number

linguistic forms, teaching techniques, and learners' individual differences. However, there is
some than Ortega indication if they 2001 that many activities are more effective if accompanied of many 2008). for communication its meaning. need because In addition, it usually Doughty of these by grammar studies, see explanation Norris and do not have ; for some this component contrasting (for a review see

results,

Fernndez

Larsen-Freeman (2003) and Williams (2005), however, have warned thatexplicit information
by the teacher learners or the textbook on the form may before be obtrusive experiencing to focus

supplied requires

(2005) has warned about the kind of knowledge that explicit information provides; indeed, this
explicit systems knowledge unless may not be the type of knowledge by activities that learners natural to develop their linguistic processes. it is accompanied that engage acquisition

In addition, for quite some time, practitioners have addressed the inadequacy of the way textbooks present grammar explanations (R. Ellis 2002; O'Connor di Vito 1991), and the
struggles mention of detail of instructors on how much and with what level of detail grammar should be explained, the level more be

mostly those who follow the "communicative" approach (Fox 1993). Katz and Blyth (2009)
thatgiven for grammar Katz and the heterogeneity explanations and Blyth less of textbook in a given lesson. usersit What is a challenge is more, often to decide in an effort to focus that explanations has led to superficial, and is used by inference-based at the works

on "communication" concise.

on grammar argue

rules,

publishers about researchers how

require

(2009) and

that this way information several the rules Fotos

of presenting

grammar the language

linguistically its speakers. techniques, discourse

unsound In light where level

incomplete problems, discover 2002; the explicit

of these

advocate

for more

learners

by being

exposed

to samples forms more

of language

(Celce-Murcia to giving SLA has forms. also

1994). that makes teaching to engage activities Because noticeable, the field to for learners activities for grammar directly or a

In addition of instructed acquire

information grammar seek

seen

other

techniques learners input

emerge is so essential

linguistic

These

techniques linguistic under

in meaning-based either

that attempt acquisition, indirectly.

to work many They

with natural of these

processes. the umbrella

techniques

involve

that are input-based, of "input-enhancement"

can

be

categorized

techniques, forms

term first presented

' during input noticeable for learners. Some of these techniques include input flood' (Trahey and White 1993; J. White 1998), 'textual enhancement' (Alanen 1995; Leow 1997; Shook 1994), and 'processing instruction' (Farley 2005; VanPatten 2004b; Wong 2004; for a complete review
of these production techniques and examples, see learners Wong aware 2005). Other techniques forms are based on language or in an effort to make of the linguistic that they do not have

by Sharwood-Smith

( 1993

) to refer to the instructional

efforts to make

still need to master in order to convey their intended meaning. Some of the activities that aim at doing this are 'dictogloss' (Swain 1998) and 'input/outputcycles' (Izumi and Bigelow 2000; Izumi, Bigelow, Fujiwara, and Fearnow 1999).
There techniques is still much are most more to investigate However, to better they are understand promising the conditions because under which these effective. of the sound theoretical

and empirical rationale upon which they are based.

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Fernndez 3. Previous
Even and

/ Approaches

to Grammar

Instruction

Studies

on L2 Textbooks
technology, a central they and serve computer role in second assisted language learning and (CALL), In addition syllabus

in this era of instructional textbooks purpose source Shrum still have

the internet, major a guide

language for defining and

classrooms.

to their design, and Kramsch been several

of instruction, planning Glisan how

as a foundation a tool

for curriculum teaching 2000; several

for lesson

assessment, and exercises

approaches, Byrnes analyses and 1988; have teach

a primary 1989; carried

for tasks, and

activities, 2005).

(Bragger

Rice role,

Considering

this important target

out to investigate of the L2 such

textbooks

from different (Aski 2003;

languages 1988; R.

present Ellis 2002;

aspects

as grammar

Byrnes

Fortune

1998; Islam 2003; Lally 1998; O'Connor di Vito 1991), context(Walz 1989), culture (Chapelle 2009; Frantzen 1998), writing (Lally 1998), and pragmatics (Etienne and Sax 2009; Takenoya
1995). which More will relevant be reviewed to the present in the next study section. are the findings regarding the teaching of grammar,

3.1 L2 Grammar Instruction in Textbooks Fortune (1998), R. Ellis (2002), and Islam (2003)
was presented found in current English as a Foreign/Second similar trends the three ( 1998) and most researchers observed

investigated how grammar instruction

(EFL/ESL) textbooks. studies. Each of of their respective activities, Islam to listen Fortune exercises, observed repeat. R. that Ellis

Language

in the findings fill-in-the-gap to teach asking three

prevalence bias toward activities

for noncontextualized, a deductive for oral approach production, these input have about

mechanical (2003) and

a strong of the

grammar. learners

were

(2002) identified two predominant features in the textbooks he analyzed: explicit description and
controlled production practice. Although (e.g., known by Aski keeping offered She that textbooks studies also found signs of development in the instructional tasks), the authors upon materials concluded examined processing ignored L2 activities a number and consciousness-raising techniques textbooks. and that

of teaching Italian SLA two drills

are based Similar investigated lyzed most Most aimed Italian teachers the verb

what

it is currently were reported textbooks

grammar on seven with

acquisition. elementary to teach She ana

findings whether

(2003) pace

were

the instructed attempts

research, linguistic were

the types piacere

of activities and

textbooks

in their found

forms: in

the passato for both both practice

prossimo. of these meaningful were current in SLA just

that mechanical

prevalent prossimo. activities

of the textbooks textbooks

structures, and a few.

but in particular communicative She concluded

for the passato and the that for grammar She inform called teaching whether popular She

included

drills, methods.

that

at communicative textbooks

teaching,

lie far behind findings

research research

on teaching that can

for language practices, they reflect elementary compared use the (in and mis

to consider

potentially in textbooks analyzed

and to indicate to publishers their preference for materials that reflect these findings.
Other actual French textbooks' formal and studies analyzed use. and O'Connor the way grammar (1991), oral collected use is explained for example, and written over because and three features. of native She language textbooks di Vito

their explicit descriptions registers) of discourse students the native

description against

of four grammatical samples years.

grammar informal

language

that she

several they O'Connor

found

that textbooks frequency, that such

inaccurately function

represented

language

ignored occurs.

context, argued She

at the levels prevents

in their descriptions. from grasping rules within

di Vito

representation the importance accurate have also Walz for college been

the L2 as it actually the context sociolinguistic (Celce-Murcia grammar authors

also

underscored form claims 2009). textbooks drills in

of presenting about echoed analyzed students.

grammar speech other textbooks

of the discourse appropriateness. 2002; Katz

so learners Such Blyth

intuitions

native

and acquire scholars

by several how He

and

( 1989) level

contextualized that textbook

activities

in French mechanical

reported

contextualized

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Hispania
their

94 March 2011

attempt make

to create Walz

communicative proposed grammar

grammar activities and

activities

and

emphasized students

the ineffectiveness to the meaning act takes published

of this practice. and place.

that force

to attend

a choice

based

on the situation Lally (1998)

context

in which

the communicative French textbooks

In a follow-up

study,

examined

six beginning

between 1995 and 1998 and observed the treatment of writing skills (previously addressed in Byrnes 1988), and whether grammar activities had incorporated Walz's (1989) suggestions.
She found that most signs textbooks of change. She a need had not incorporated found that progress improvement the changes lower had taken suggested, percentage place but that some of drills and had more shown incipient Lally concluded for more a relatively

communicative she analyzed;

activities. however,

in the three

categories

remained.

4. The Present
There instruction of other Method, generally has

Study
a study of which I am aware that analyses level. been made From from the approaches previous the era studies to grammar on textbooks textbooks at the post-secondary progress and has in incorporating practitioners on an actual This is rather

not been

in Spanish L2\ we see textbooks advocated

that although by researchers this trend

of the Audiolingual teaching field. techniques However, we Span

tend to lag behind

the updated

grammar SLA analysis mostly

in the instructed methodological surprising, for both and

do not have ish textbooks

information follow

that it is based or not.

of whether

because

of the dozens

of Spanish textbooks, particularly at the beginner level, that are available in the United States
and the strong market The that Spanish study learners seeks represent and textbook authors and publishers about how number in the country. grammar The of instructors present students. questions that guided the study to grammar reflect are: to fill this gap to inform in materials the profession used

teaching and research

is currently

conceptualized

applied

by a large

1. What level 2. How

are the approaches L2 Spanish textbooks? approaches do these

instruction

in current,

college,

beginning

current

perspectives

on grammar

teaching?

5. Method
The to analyze (Zayas-Bazn, latest their editions of six US best-selling textbooks The of beginning textbooks Spanish analyzed Rusch, de were were and selected Arriba! Domn

approaches Bacon, and

to grammar Nibert 2008),

instruction. Claro and que

guez 2008), Dicho y hecho (Dawson,

Samaniego, Dorwick, Blommers, Prez-Girons, Lagunas-Solar, Glass, and

si7 (Caycedo

Garner, Puntos que...?

Potowski, and Sobral 2007), Dmelo t! (Rodrguez,

Ritzi-Marouf 2009), and 2006), Sabas Partida (Knorre, Lee, Villareal (VanPatten,

Ballman, and Farley 2008). The criteria for selection were based on the number of editions the textbooks had. A relatively high number of editions demonstrates that the textbooks (1) are popular, (2) possess an established reputation, and (3) are continuously being selected by
instructors of Spanish. Therefore, textbooks with five or more editions and from

established publishers (Cengage, Houghton Mifflin, John Wiley and Sons, McGraw-Hill, and
Pearson-Prentice Hall) were selected, and the latest editions up to 2009 were

a variety All

of

selected textbooks followed a communicative approach, according to their descriptions in their prefaces. A sample of their chapters was selected for the analysis and it was arbitrarilydecided
to use the chapter(s) identified where the preterite was introduced.' the analysis presented of data was carried out in two such parts. The In order first part sible to answer the research questions, features the types

analyzed.

the

the instructional information,

to teach

the preterite, of language,

as the pos the nature of

inclusion

of explicit

or samples

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Fernndez

/ Approaches

to Grammar

Instruction

the activities Instructor's mation and,

offered, editions

and used

the instructional in the study. used, which The would

suggestions identified inform

given instructional

by the authors features

in the Annotated provide infor

would

on the techniques light there support read

our understanding The second part was This

of the methods a quantitative information

followed analysis, would also

in turn, shed

on the approaches was a tendency

adopted. for one

which identified the number of activities according to their nature. Such analysis would help
examine provide whether further type or another. to the first part of the analysis. each features of the chapters that were used where the preterite and teach was introduced and The a

The procedure that was followed was similar to the one used in R. Ellis (2002). That is,
the researcher record through kept of the instructional to present the preterite. features

were codified and classified into general categories with subdivisions. This procedure resulted
in the system shown in Figure 1.

Instructional
Features

explicit

samples

activities

contrived

discrete

continuous

aural

written

Figure

1. Instructional

Features

Employed

in Six

Spanish

Textbooks

to Teach

Grammar

The sets of characteristics that were identified in the materials were: (1) explicit informa tion, (2) samples of language, and (3) activities. These features may or may not all be present
in L2 textbooks. Explicit how it works. not explicitly 1 ). The However, they refers were in all the textbooks description follows it allows selected about for this study. structure techniques them (see or form and and does Celce information It is very well explain to the explicit the target

possible

that a textbook rather,

inference-based to discover

grammar

rules;

the learner

Murcia 2002; Fotos 1994). However, none of the textbooks analyzed had this option (Figure
samples constitute of language refer to the evidence or the data that are shown to the learners for illustrative pictures purposes but that are not accompanied "data", but fill-in-the black by any type of activity. paragraphs were For example, captioned It was

classified

as activities.

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Hispania
found can (e.g., found size were The shows that the data

94 March 2011

could

be subdivided means that it was

by the source, originally

text size,

and

the medium. and competent

The

source

be authentic, native

which

created to meet

for fluent

speakers mean of source The text

speakers) would

and have

that it was been

not modified

the needs in Figure from with

of language 1 shows, contrived

learners,

ing that the data refers

contrived. to illustrate were

As the system the L2 was mainly Both

the type language.

in the chapters

analyzed

only

as to whether

the data

presented were

discrete were

sentences found

or if the data

presented medium

continuously, refers to the way found referred

as in paragraph the data was only written.

length. presented, were

types can

in the textbooks. or aural. Figure have 1

which

be written

that the medium A third feature, to acquire variety

to as activities,

the types "main"

of operations The under

that learners textbooks many

to a

do in order relative However,

the target of main

form (henceforth, that could activities all these

activities). a common

presented groups. either

large

activities

be categorized shared

different they were was

regardless

of their type, them

feature:

reception activities (i.e., input-based) or production activities (i.e., production-based). Thus, it

was decided to classify under these two groups (Figure that input l).2 This division and on these due also par play of ticularly useful for the analysis in the background approaches as well the amount because of the roles processing production

in grammar (as explained

acquisition

and because

of the current section of this found nature

techniques article).

that focus

two modalities

In addition, it would and

to the prevalence to examine of activities.

product-oriented in this study and

previously and

in textbooks, of production

seem

appropriate types have

input-based learners

The criteria to identify input-based and production activities were based on R. Ellis (2002)
are as follows. of language and decide Input-based with it without whether activities are the activities do something such in which to attend to the instances it and cal the target having can form and that reflects read that they have about someone's done or if they were activities Online time use activities noticed typi last that

comprehended These

to produce

a form (e.g.,

activities

they are carried be controlled (such

out on a regular or online. as reading the data

basis

night). give in which

types

of activities

Controlled activities). at the same learners as when

are those

learners

time to process are asked

the language to attend activities These

are those (such are from

learners

to and process can also

it is conveyed the target learners verbs

as listening to say, asked a list), sign,

activities). or write

Production something. form learners

are those be

in which controlled,

language

language using

to produce

the target

that is provided are

(e.g.,

complete

sentences their messages form.

or free, as when in these

left on their own

form (e.g., writing a paragraph describing what a famous actor did during his vacation). Of
course, activities, to note were learners may not necessarily of the textbooks subactivities use the target or steps It is important the main activities that in some analyzed in the present (sometimes This may study, called many "pasos"). of

to express

with

the target

constructed

in several

Each step was recorded and examined as if it were a single main activity. That is, if an activity
consisted better type were of three steps, these were and considered as three single activities. each step would give us a picture (i.e., one activities of the number step may types of operations, activity such and because another be of a different There at the end

be a production

input-based, grammar

for example). practice the present Instructor therefore,

not included

in the analysis,

as those

for extra

of the chapters In order also evaluates

or the textbooks. the authors' suggestions texts on how to teach the preterite, analysis editions. tips or

to include

the additional within

instructions these

found

in each

of the Annotated activities;

Author

suggestions

are limited

to supplementary

instructions for implementing each of the main activities were also excluded from this study. For the second part of the analysis, the activities for each type of operation were quanti
fied. Although language there were single activities that asked learners to both and attend could to the input be classified activities and as produce both (i.e., such as question/answer it was of the activity or interviews), decided was to consider to produce thus

input-based

and production-based, the purpose

them language.

as production

because,

ultimately,

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Fernndez 6. Results
There tion and preterite discover textbooks, to illustrate The ties) was was a common trend followed were it was length

/ Approaches

to Grammar

Instruction

by all the textbooks There was

in the way only one way

the explicit of teaching than having varied

informa about the

the samples and how

of language it works and The

provided. by supplying and amount and brief

that information of detail concise and of the had

(rather several

learners among

it, for example). but it tended the explanation. way

information

to be relatively of presenting sources, pictures, in an aural with and way

contrived

examples activi brief

common

the data both

or samples a written

of language and medium. None

(that

did not involve through

by contrived or captioned of languages textbooks differed The total

discrete

sentences

brief paragraphs, or listened some

dialogues samples The

through (as

of the textbooks to through type to teach

provided an audio

read

by the instructor unless they of chapters where book for each and

file, for example) but slightly first time. All differed activities relating based textbooks activities

or through were also

authentic similar

sources

involved

of operation. the preterite, for the three. largely and they

in the number

dedicated

at the point number included

in the textbook's analyzed as 1 will

syllabus

the form was was between

introduced two

of chapters both

textbooks

input-based kind, selection events

production below.

activities The most

although common

in the amount were based

for each upon

explain (e.g.,

input-based etc.), all

simple

true/false,

yes/no, sentence Other

yesterday/always, The common

the columns, activities also were included

or ordering interviews and

logically based upon controlled fill-in-the

or chronologically. controlled and free). blank,

production although of production story narration

overwhelmingly (both answer,

formation, types and

common

included:

question

information-gap,

(with or without prompts). Two textbooks, Arriba! and Dmelo t! had meaningful drills as part of their production-based activities.
Textbooks (Table sixteen. 1 ). For largely example, differed while regarding one textbook the amount had only of input-based one input-based activities and production another activities included higher activity, was

In addition, and

the amount

of controlled

input-based between them

considerably

than the online activities among textbooks. Only three textbooks out of the six had online input
based activities, there were differences in quantity as well.

Table 1. Number of Activities by Type in Six

Beginning-level Spanish Textbooks

Textbooks

Input-based Controlled

Activities

Production-based Controlled

Activities Free

Online 0
0

iArriba!
Claro que s!

4
1

16
12

0
1

Dicho y hecho Dmelo t!

Puntos Sabas Total de partida que...?

5 2
9 15

3 3
0 1

9 18
17 12

11 12
5 7

36

84

36

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Hispania
This textbook ample: was variation had one both

94 March 2011

in number controlled had

was and

also

similar

for the

production activities more

activities.

All

except

one was

free production of thirteen activities, there

activities, were

but the difference while controlled another than

in number had

textbook with

a total

production

thirty. As

the case

the input-based between

free production the six

activities in all textbooks, although the difference in number was wide-ranging as well (Table 1).
The average was All ratio 7:20. Annotated editions of the textbooks included information on tech input-based activities and the production activities among textbooks

of the Instructor's

niques and additional activities on how to teach the preterite,in addition to the main activities
in the student's for introducing que.The and asked version of the text. were In four of the six textbooks, {Arriba!, Dicho the recommended y hecho, what Dimelo visual, techniques t, and aural, Sabas or both, the preterite types of activities input-based a brief

that were to narrate

suggested story

contained

data that were

for the instructor using choose the target the tense

or to describe

he/she

did the previous Other activities the verb

day/week were form more and

forms, asking

for example, students

and to check

for comprehension. by having and for example. Some

form-focused,

to process activities

the forms

to consider

or the subject of doing appeared these

of the sentence,

of the textbooks way. in all

underscored This suggested The Claro drills

the importance information analyzed. that were mainly students drills. to note

in a personalized

contextualized presentation

at the beginning in the other ; Claro activities the infinitive suggested and reflect input-based none two que with

of the grammatical textbooks s! suggested some type

the chapters

techniques s!) were Puntos

suggested

(i.e.,

Puntos

de partida

and

que and

production-based. encouraged to provide

chain of form

and transformation manipulation as well as well. in the to but (e.g., as chain

de partida

translations and

or asking

form to the preterite some input-based recommended activities the types

prompt), activities

transformation It is important

Puntos

de partida

that the techniques do not necessarily may suggest but present and time. On

by the authors activities the preterite,

margins students.

of the textbooks That

of the main

provided

is, a textbook

techniques

to introduce

have several meaningful drills as theirmain activities (e.g., Arriba!). Or a textbook may suggest
chain si!). and This transformation mlange approaches where drills, of them demonstrate hand, to be they learned as its main activities (e.g., Claro que follow of suggestions at the same grammar is thought in spite activities activities These activities that some seem of the textbooks

different approaches,

the one

to favor

acquisition-based processing and

learning

is thought

through oral

input

meaningful interaction. On the other, they seem to follow product-oriented approaches, where
grammar most and main learning to be learned through input-based between controlled practice. to introduce of main In most the preterite activities the in Additionally, of the authors' difference suggestions the number a trend.

of the textbooks, production input-based included.

the notable

input-based

is certainly were numbers type,

prominent, reflect in most

indicating

of the textbooks,

practically

neglected a strong

if compared tendency

to the number production

of production activities, in

activities particular

toward

for the controlled

of the textbooks.

7. Discussion
With in current, regard to our first research beginning question, L2 Spanish "What are the approaches the results to grammar show two instruction prominent

college-level

textbooks?",

features in most of the textbooks: explicit information plus controlled production practice. These findings indicate prevalence for a product-oriented approach, reminiscent of the PPP,
where practiced even more grammar orally acquisition in constraint is assumed contexts. to occur The through explicit knowledge are similar of rules to those that are found in findings of this study of input-based

the previous studies addressed in section 3.1 of this paper. The product-oriented approach is
evident when one examines the amount activities, particularly the

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Fernndez

/ Approaches
included

to Grammar

Instruction

online required limited ings

type.

Only

three the

of the linguistic half

six

textbooks target

main

activities half through overlook

in which

learners

were

to process opportunities

aurally.

Furthermore, form

of the textbooks written what input.

provided These find known

for students

to process

the target

indicate

that at least

of the textbooks

in this study

is currently

in SLA: the central role of input in the development of an L2 grammar (Ellis 1994; Gass 1997;
Krashen 1985; VanPatten however, 2003). that in four of the six textbooks authors suggest presenting to teach the target It is true,

form via techniques that include contextualized, input-based activities, which may indicate
that the traditional may be giving by the way and questionable controlled production-based approach, Therefore, still where the approach grammar and however, are reflect are changing. current perspectives these most and number grammar to be of main to a more theoretically a traditional be a subtle "How revealed hand, sound input. is thought nature

acquired activities more

processing may suggestions to our second

of meaningful indicate may

presented

approach sign do these that most

followed;

the authors'

innovative With regard

that the approaches approaches textbooks just a few

question, the one

on grammar perspectives textbooks connect to in the to facilitate promote are form

teaching?", sufficiently. leaving with

the analysis On out many

not incorporating activities, to notice students techniques,

by offering approaches on see input

input-based

of the newer those based

that encourage enhancement 2005) and that

meaning section

(e.g.,

as referred incorporated practice processing, to

background L2

of this

article; On

Wong hand,

could

be

grammar

acquisition.

the other limit

by focusing

on controlled syntactic

grammar

development,

textbooks

opportunities

for deeper

noticing the gap, or hypothesis testing (as suggested by Swain 1998, 2005), and the tenets of the interaction hypothesis (Gass and Mackey 2006; Long 1996). These observations indicate
that in terms activities of grammar teaching, current most textbooks in the present study could incorporate similar more that better reflect perspectives. showed offering that the textbooks significant, more included pedagogi to without innovative study alternative explicit to also were

Furthermore, cal features

the results

of the analysis For example,

to teach

the preterite,

enhance

grammar and

learning. none rules

all the textbooks techniques Fotos data

in the present with The

provided

information discover very aural,

presented

inference-based 2002;

opportunities samples purposes

for learners

the grammar and

(Celce-Murcia level

1994).

of language that were

similar;

for example, at the appropriate types these

they did not present of discourse. such

for illustrative

authentic, presented reasons for they in

Furthermore, as and grammaticality even

none

of the textbooks judgments. valid; The

alternative not including indicate An most ways

of grammar options look

activities, may very

be practical similar and

instructionally tend toward and nature

nevertheless,

that textbooks analysis

that they that most

the conventional. of the main to incorporate reviewed activities traditional

of the methodological in this study

features, suggests

number, texts

of the textbooks of teaching

continue

grammar.

However,

the fact that three

of the textbooks

in this analysis and

differed from the rest by including more input-based activities, and by either having more free
communicative activities, known gest production that grammar techniques L2 activities some or a greater are In addition, balance between approaches form indicates production based input-based is currently sug of indicates about textbooks adopting on what

acquisition. to introduce

the fact that four of the six textbooks an acknowledgement about the current are making whether

input-based These

the grammar a concern

the essential role that input plays in grammar acquisition.

observed textbooks. the mainstream, taking features Thus, may more reflect among subtle the profession to grammar way. further In order state their this not of Spanish way into effective in a slow approaches and to conduct new textbooks adopt newer teaching

although place,

to confirm

change only

is actually recent editions

it is necessary but also textbooks

investigations out

to examine

of best-sellers, pace

that come perspectives

into the market. on language teaching

Although

the slow

with which

has been addressed in previous literature (Katz and Blyth 2009; Shrum and Glisan 2005), the

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Hispania
reasons very and

94 March 2011

why

this happens with

are not always recent

clear.

It is certainly the use

puzzling

that current and

textbooks

are

innovative the inclusion

the presentation

of culture, technology-based in spite

of authentic

interesting lagged behind

readings, in their of in

of the most

materials, of the influential on new

but have

approaches the eighties

to teaching and the large years,

grammar. number much has

Why,

communicative of grammar

approach teaching

of publications of this been state

perspectives

the last twenty Perhaps is the prevalent Glass 2003). and

neglected ( Aski

in Spanish 2003

textbooks? by several 2000; ways scholars, and

the main

reason

for the current of the profession is reflected textbook will will

of textbooks,

as addressed and Rice

conservatism Language

; Bragger

Dorwick

instructors

are not willing

yet to let go of traditional to grammar adopting a too that please found because

of teaching on their de to

grammar, Instructors cision. ensure to just mass

this situation influence

in the approaches publishers bring out textbooks

in the textbooks.

greatly

a text is based as many

Understandably, successful a few. Katz sales and

publishers and, Blyth thus, (2009)

as possible attractive

not risk publishing report on what for materials

innovative expressed:

textbook "[U]nless more

a reviewer

a critical from

of potential the way

adopters

reveals

a desire

that incorporate This is one

research

SLA, textbook publishers will not take that risk. .

looks popular it does because alike, that is what and why instructors textbooks look innovations

(6). In other words, grammar instruction

expect. of the reasons are hardly why seen in grammar with the instruction

(Ariew 1982; Bragger and Rice 2000).

Why reported does that the many profession language still prefer to remain tend familiar? way they Some were scholars taught. of prior often A have study instructors to teach they

conducted by Borg (2003), for example, showed that the findings in the SLA field regarding
grammar learning their L2 instruction experiences. learning when reason including is not what Lee and influenced teachers, (2003) report but rather the impact written language attribute did in VanPatten that teaching and assistants

success they may

to the drills, were be L2 the

grammar

explanations,

exercises

they

the classroom Another instructors, rely mostly

students. scarcely and updated decisions expertise institutions linguists to pursue today what training and professional development who Of course, choice; writing accu of may

textbook

authors

decision-makers

in language on teaching

departments, and

on their past

experience asset because those

to make to confer many applied

practices. design textbook contribute

mulated

experience for tenure design

is a valid Furthermore, promotion, still

in textbook

however, as a valid in

it is not enough. activity material

do not see who might

to innovations

are not being it may

encouraged

such

an activity. (1999) addressed Language actually of meaning more than ten instructors refers to any mea

Of course, years may ago still relate

be the case

VanPatten

regarding act in which

the misunderstanding with oral there is interpretation, occur

of the term production

"communicative". only, when the term

communication

ongoing 1998). sured training

negotiation,

and

expression

(Savignon

Therefore, inappropriately; and

it may

that the "communicativeness" by the amount would upon based of production confusion,

of the textbooks activities. and would

is being

that is, only development techniques

Certainly, prevent

updated the risk of

professional teaching

clarify outdated

perpetuating

approaches.

8. Limitations
Although is that while not include different include approaches a study like this provides the most textbooks, we found information on the current situation of grammar teach

ing in best-selling textbooks, it does not provide a complete picture. A limitation of this study
it tried to evaluate all the best-selling approaches new books from what recently representative and thus, textbooks have chosen. which in the market, left out books In addition, may also it certainly that may the study present did it might books present did not different

with the sample popular

published

or less best-sellers.

from the well

established

Furthermore,

the study

focused

on beginning

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Fernndez

/ Approaches
not report if new

to Grammar

Instruction

level

Spanish

textbooks levels.

and,

thus,

it does observe

on the current approaches

state

of textbooks teaching

for higher are making levels.

proficiency new books

In order

to better

to grammar at different

their way into textbook materials, furtherinvestigation is needed with both recently published
and less popular in teaching been observed books, as well as for audiences proficiency of forms. methods,

Another limitation is that by selecting one single grammar form,the study did not observe
a possible this seems evidence that future down variation unlikely may have material techniques had more that may appear forms practices (e.g., of sentences, with other types Although different due to the teaching reviews and consistency target that characterizes been textbook

included.

Finally,

it is suggested break input, a more

on grammar based

teaching activities

conduct

analyses

that further structured

input-based cycles,

production gaps,

text-enhancement, dictogloss, etc.)

input/output

fill-in-the

completion

to provide

detailed picture of the types of activities that textbooks present. 9. Conclusions

The approaches instruction in at least to teaching and half grammar that most of the textbooks in the present some analysis of change follow

are still reminiscent of the PPP model, which assumes that grammar is acquired through explicit
grammar observed controlled production practice. However, more signs were of the textbooks, as they and incorporated more L2 opportunities sound for learners

to acquire grammar via input processing and meaningful interaction. This change may indicate
the willingness grammar demonstrates improvement try new way, we will of the profession what the actual that exists. techniques classroom. situation It is also and to try newer known of grammar hoped to be are involved effective theoretically acquisition. in Spanish show techniques and to teach that reflect is currently about teaching It is hoped textbooks the need of published grammar that this study the room for to

that these

results

for the profession materials. acquisition

teaching

in the creation tools to promote

In this in the

ensure

that textbooks

Spanish

language

ACKNOWLEDGMENT
I am very thankful to Paul Toth for his suggestions and comments on an earlier version

of this paper. NOTES

'It is important to note that the analysis was limited to the instruction of the preterite and not of the between the preterite and the imperfect or the uses of the Spanish aspect. Also, the preterite form was arbitrarily selected and was used as a sample to shed light on textbooks' grammar approaches. No claims will be made about the most or least effective techniques to teach this specific target form in difference for example, found a third type of operation in his analysis: (2002), grammaticality judg and Gass 2005) commonly used in SLA research where ments, a type of acceptability judgments (Mackey learners are required to discriminate between what is grammatical and what is not by applying their lin These of activities were not found in in the present study. the guistic knowledge. types chapters examined particular. 2R. Ellis

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