The Grammar Book - Third Edition - 1

About the Authors
Dear Colleagues.
Forty years ago we were assigned to teach a course at UCLA on English grammar for ESL teachers. We
soon discovered that no textbook existed, so we set about preparing handouts for our classes. Those
handouts became elaborated and refined in subsequent iterations of the course and later formed the
nucleus of the first edition of The Grammar Book: An ESL/EFL Teacher's Course.
Now, some thirty years later, we have been given the opportunity to write a third edition. Much has
transpired over these three decades, not the least of which has been the development of new ways
of conceiving grammar such as is featured in cognitive, usage-based, and corpus linguistics. Our own
research (and that of our students) on grammar and discourse has contributed new insights, as well as
has work in second language acquisition/development and on cross-linguistic differences.
Friends often ask us if English grammar has changed so much that we need to write a new book. The
answer is that English grammar does evolve, but more importantly, our way of describing it does, too,
and most importantly, our ideas about helping students to understand and use it are always being
enriched. This third edition represents our best thinking on all three fronts: updates from newer theories
in linguistics and allied disciplines, more accessible descriptions in order to guide teachers in addressing
the learning challenges of their students, and experience-based suggestions for teaching grammar, or
what we prefer to call grammaring-helping English learners to use grammar accurately, meaningfully,
and appropriately.
You may have also noticed that we have adopted a new subtitle: Form, Meaning, and Use for English
Language Teachers. By putting Form, Meaning, and Use in the first part of the subtitle, we make the
point right up front that grammar does not consist of a set of static rules, but is rather a system for
making meaning in context-appropriate ways. The motivation for the second half of our new subtitle
is to address English teachers more inclusively, acknowledging that in our interconnected world, it is
increasingly difficult to distinguish among ESL, EFL, ELL, and English-as-an-international-language
teachers.
We have learned that readers of previous editions have turned to The Grammar Book for guidance, long
after their formal teacher preparation has been completed. This accounts for why this book is abundant
with information. Certainly, we do not expect the book to be "covered" in a single course. Thus, we have
given our readers the tools and the practice in using them to continue to learn on their own. Grammar
is a fascinating subject, and we want our readers to experience some of the fascination for themselves. If
they do, and if their students learn to share their enthusiasm, we are confident that our readers will meet
with success in grammaring.
With every good wish,

Diane Larsen-Freeman and Marianne Celce-Murcia

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The Grammar Book - Third Edition

Table of Contents for the Digital Edition of The Grammar Book - Third Edition

Contents of The Grammar Book
The Grammar Book - Third Edition - Cover1
The Grammar Book - Third Edition - Cover2
The Grammar Book - Third Edition - 1
The Grammar Book - Third Edition - Contents of The Grammar Book
The Grammar Book - Third Edition - 3
The Grammar Book - Third Edition - 4
The Grammar Book - Third Edition - 5
The Grammar Book - Third Edition - 6
The Grammar Book - Third Edition - 7
The Grammar Book - Third Edition - 8
The Grammar Book - Third Edition - 9
The Grammar Book - Third Edition - 10
The Grammar Book - Third Edition - 11
The Grammar Book - Third Edition - 12
The Grammar Book - Third Edition - Cover3
The Grammar Book - Third Edition - Cover4
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