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1、Languagelearningandteaching-theoryandpracticeTheoryandprinciples96-1Francis,Gill(CobuildandU.ofBirmingham).Grammarteachinginschools:whatshouldteachersbeawareof?LanguageAwareness(Clevedon,Avon),3,3/4(1994),221-36.Thispaperdiscussestheadvantagesoftheuseofpatternsrath
2、erthanstructures.Thesecondsectionlargenaturallanguagecorporainpromotingraisessomequestionsaboutword-classandshowsgrammaticalawarenessamongschoolteachersandhowthecorpuscanbeusedtorelatethepatternsastudents.Thefirstsectionaddressestheissueofwordisfoundintothelabeliti
3、sgiven.Italsopointsterminology,showinghowthestudyofcorpusdataoutthatitisnoteasytoassignwordstoclassesandcanpromotethepainlessacquisitionofthetermsthatcategoriestendtobeindeterminate.Thethirdneededtodiscussgrammaticalcategories.Italsosectionconsidersprescriptiveandd
4、escriptiveshowshowinsomecasesthestandardterminologyapproachestolanguageandgivescorpusevidenceisinadequatetothetaskithastoperform,andthatthatthepatternsincommonuseareveryoftenthoseinthesecasesitmakesmoresensetoconcentrateonthataretraditionallyidentifiedas'incorrect'
5、.96-2Fulcher,Glenn(U.ofSurrey,Guildford).Variablecompetenceinsecond-languageacquisition:aproblemforresearchmethodology?System(Oxford),23,1(1995),25-33.Thispaperlooksbrieflyatsomeoftheissuesresearchinthefieldsoflanguagetestingandsecond-involvedinthevariablecompetenc
6、eapproachtolanguageacquisition.Finally,thedefenceswhichsecond-languageacquisition,bydefiningwhatisvariabilistsconstructagainstcriticismareconsidered.meantbyvariablecompetence,andthenlookingatThepositionsofTaroneandGreggaredescribedinvariablerulesandhowtheyareacquir
7、ed.Thesomedetail,andtheworkofEllisisalsoconsidered.implicationsfortheclassroomarebrieflysummarisedThemainargumentofthepaperisthatacceptanceasexamplesofthepracticalcorrelatesofvariableofavariablecompetencemodelofsecond-languagecompetencemodels.Mostimportantly,theart
8、icleacquisitionwouldleadtoapositioninwhichnolooksatwhytheresearchimplicationsofvariablesecond-languageresearchcouldbegeneralisedcompetencemodelsa
