Includes bibliographical references (pages 231-252).

1. Foreword -- 2. Introduction -- 3. Language and Grammar -- 3.1. Production and Comprehension -- 3.2. System or Description? -- 3.3. A Work in Progress -- 3.4. Norms and Variation -- 4. Grammar in the Classroom -- 4.1. Negotiation -- 4.2. Autonomization -- 4.3. Optimization -- 4.4. Bifocalization -- 5. Transposition and Metalanguage -- 5.1. Teachable Subjects -- 5.2. Rigor or Approximation? -- 5.3. Interpretive Hypotheses -- 5.4. A Truth Contract -- 6. Target Language Models -- 6.1. Authenticity -- 6.2. Examples -- 6.3. Texts -- 6.4. Contextual Information -- 7. Use and Reuse -- 7.1. Practice Exercises -- 7.2. Tasks -- 7.3. Repetition -- 7.4. Pronunciation -- 8. Grammar and Progression -- 8.1. Learnability -- 8.2. Units -- 8.3. Grammatical Maturity -- 8.4. Teaching Scenarios -- 9. Needs and Profiles -- 9.1. Fear of Grammar -- 9.2. Fluctuating Desires -- 9.3. Grammar Cultures -- 9.4. Individualization -- 10. Rules and Exceptions -- 10.1. Solutions and Priorities -- 10.2. “That Can’t Be Right” -- 10.3. Prototypical and Reproducible -- 10.4. Complexity -- 11. Error -- 11.1. Interlanguage -- 11.2. Language Transfer -- 11.3. Correction -- 11.4. Assessment -- 12. Grammar and Vocabulary -- 12.1. An Intricate Maze -- 12.2. Dictionaries -- 12.3. Pre-Constructed Sequences -- 12.4. Conceptual Structures -- 13. Accuracy—Appropriateness -- 13.1. Form-Function Mappings -- 13.2. A Malleable Dough -- 13.3. Active L2 Grammar -- 13.4. Successful Verbal Exchanges -- 14. Discursive Practices -- 14.1. A Linear Order -- 14.2. The Mouse Eats the Cat -- 14.3. General and Specialized -- 14.4. What Is Unspoken -- 15. Getting into Grammar -- 15.1. Knowing “What” and Knowing “How” -- 15.2. Implicit L2 Knowledge -- 15.3. Explicit L2 Knowledge -- 15.4. Noticing -- 16. Room for Reflection -- 16.1. Getting a Grasp of the Material -- 16.2. Taking a Step Back -- 16.3. Micro-Skills -- 16.4. A Product of History -- 17. Contrastive Analysis -- 17.1. From L1 Grammar to L2 Grammar -- 17.2. The Specific Logic of L2 -- 17.3. Languages Near and Far -- 17.4. Translation -- 18. Teaching Grammar Through Technology -- 18.1. Class and Cyberspace -- 18.2. Multimodality and Gaming -- 18.3. Sustainability -- 18.4. Corpora -- 19. Grammar and Communication -- 19.1. An Optimal Balance
19.2. Working Points of Reference -- 19.3. Grammatical Ability -- 19.4. Resources for Interaction -- 20. Afterword

Thomas Szende is Professor of Hungarian and Applied Linguistics at INALCO (National Institute of Oriental Languages and Civilizations, Paris, France) and Director of the EA 4514 PLIDAM Research Center. His academic interests focus on second-language acquisition as well as Hungarian grammar, bilingual lexicography, and translation. He has published several books, including Second Culture Teaching and Learning (Peter Lang, 2014) and The Foreign Language Appropriation Conundrum: Micro Realities & Dynamics (P.I.E-Peter Lang, 2016).

"Every language universe is both close to and far removed from our own. In a way, learning a foreign language is like not getting off at our usual stop and staying on the bus until we arrive at the terminal. The unfamiliar neighborhoods we discover are both similar to and different from what we know. Learners tackle an L2 using a variety of experiences acquired in their L1, and this new language system works as part of a network of previously existing grammar models and social categories.
The purpose of this book is not to revisit the pros and cons of teaching grammar. Learning an L2 appears as the gradual ability to realize which language features to select and prioritize to express a particular idea. Speaking in any L2 requires specific tools, and describing reality through new linguistic means involves a mental restructuring to which learners—particularly adults and older adolescents—are sometimes resistant. Indeed, not all information produced in an L2 and disclosed to the learners will necessarily be applied to language acquisition. If, by some miracle, this were the case, there would be no need for any reflection on the teaching and learning of grammar." (Publisher's description)