This volume focuses on work that has its origin and motivation in formal linguistics and theory-driven research on the acquisition of grammar, and on this basis tries to establish links to language pedagogy, including students' and teachers' beliefs about what 'grammar' actually is. The contributions to this volume cover a wide range of empirical linguistic domains and concern aspects of morphosyntax, including word order, inflectional morphology, article systems, pronouns, compounding patterns, as well as orthography and students' general beliefs about grammar.

Formal linguistics and language education: Bridging the gap; Andreas Trotzke & Tanja Kupisch.- Part I: Conceptual Foundations.- Formal linguistics and language education: A view from bilingualism research; Fatih Bayram & Jason Rothman.- Grammatical concepts for pedagogical grammar; Tom Rankin & Melinda Whong.- Part II: Native Language Settings.- Teaching word order variation with a constraint-based view on grammar; Daniel Gutzmann & Katharina Turgay.- Grammar is irrelevant: The role of epistemological beliefs in students' learning success; Daniela Elsner.- Shaking students' beliefs about grammar: Some thoughts on the academic education of future language teachers; Sandra Döring.- Do linguistic landscapes influence the spelling competence of orthographic beginners? Two case studies; Björn Rothstein.- Part III: Second/Third Language Settings.- The present tense in English, again; Amber Dudley & Roumyana Slabakova.- Explicit and implicit knowledge of article semantics in Belarusian learners of English: Implications for teaching; Anders Agebjörn.- Post-instruction processing of generics in English by Japanese L2 learners; Neal Snape.- L2 influence in L3 acquisition: The role of the L3; Rosalinde Stadt, Aafke Hulk & Petra Sleeman.