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than another in satisfying a particular communicative purpose in a particular

context (functional grammar). To cite a final example, linguistic grammars (4) adopt
distinct theoretical units: structures (Structural Linguistics), rules (Traditional

Grammar), principles and parameters (Generative Linguistics), constraints
(Lexical Functional Grammar; Optimality Theory; Head-Driven Phrase Structure

Grammar), texts (Systemic Functional Linguistics), constructions (Cognitive

Linguistics; Construction Grammar), patterned sequences (Corpus Linguistics;
Pattern Grammar), and so forth.

The lesson in all this is that it is important to be clear about what is meant
when one is making claims about grammar. Thus, following this introduction, a

definition of a pedagogical grammar (6) will be proposed, one that is broad enough

to draw on many of these linguistic theories for their insights, yet sufficiently
focused to fulfill its teaching and testing functions. Then, too, as with any subject,

an understanding of grammar teaching and assessment is better served by
knowing how the subject is learned or acquired. Indeed, it was this awareness that

drew many language teachers to investigate the learning of grammar, which in turn
led to the establishment of SLA as a separate area of inquiry in the early 1970s.

Much work has been done since then, and many SLA researchers still take the

explanandum to be a mental grammar (1).

- Diane Larsen-Freeman
Teaching and Testing Grammar, 2012

DEFINITION OF TERMS

Lexicon

Every language has its rules, which act as a framework for meaningful
communication. But what do people fill that framework up with? The answer is, of

course, words. Every human language has a lexicon—the sum total of all of the

words in that language. By using grammatical rules to combine words into logical
sentences, humans can convey an infinite number of concepts.

Teaching and Assessment of Grammar 3