This paper explores the conceptions of grammar of first-year teacher students (N= 235) in
Norway. A conventional content analysis is used to analyse the answers from the first part of …

This mixed-method quasi-experimental study examined whether metaconceptual grammar
teaching impacts on (a) students' L1 grammatical understanding,(b) their 'blind'use of …

Abstract Knowledge about Language (KaL) is an important part of L1 language education
around the world. A controversial part of KaL is grammatical or syntactic knowledge, ie …

Despite protracted concerns about Norwegian students' decline in grammatical knowledge,
the issue is poorly researched empirically. Aiming to describe the level of Norwegian …

In recent years, the gap between academic linguistics and language education has become
increasingly apparent, hindering the effective transmission of linguistic knowledge to …

In current educational reform much attention is paid to the development of awareness,
reflective thinking, and higher order thinking. In language education, the importance of …

A lot of research into the relationship between explicit grammatical understanding and
literacy development in L1 contexts has focused on writing. A lot less is known, however …

Grammatical knowledge is an important part of L1 language education. Nevertheless,
teachers find it challenging to convey an in-depth understanding of grammar to their …

This paper explores different talk types and characteristics of grammatical and rhetorical
reflections in L1 students' collaborative talk about a literary text (n= 12, aged 15–17). The …

Educational linguistics lays at the interface of contributions from linguistics (in our case
focused on L1) and education. It aims at teaching students in compulsory schooling how to …