RESEARCHING LINGUISTIC ARGUMENTATION WITH LINGUISTIC STRATEGIES IN GRAMMATICAL KNOWLEDGE OF L1

Since the beginning of the twenty first century, there has been a renewed interest in grammar teaching in L1 classrooms, both in research and in policymaking (Hudson & Walmsley, 2005; Locke, 2010). This interest has become even more apparent in recent years since the well-rehearsed argument emerging in the 1970s that grammar education has no impact on literacy development (e.g., Andrews, 2005; Elley, Barham, Lamb, & Wylie, 1975; Graham & Perin, 2007) is starting to crumble.

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