Applied linguistics and evidence-based classroom practice: The case of foreign language grammar pedagogy

This paper reviews the developing commitment in UK educational policymaking to 'evidence-based practice', and its implications for applied linguistics research. Given the sceptical view which has predominated in UK applied li nguistics towards 'technical' solutions to educational problems (Rampton 19 95), this development poses a dilemma for applied linguists wishful to enga ge actively with policy for language education. The paper examines the part icular history of grammar pedagogy in UK foreign language education, docume nting its decline and recent revival. The international literature on form- focused instruction is then examined, to determine how far an evidence base exists to underpin any particular recommendations for grammar pedagogy. Th e paper concludes by posing some alternative forms for such an evidence bas e, and argues that the future development of pedagogically oriented applied linguistics is hound up with the choices made.