Some authors have noted a lack of conceptual clarity in the field of L1 grammar instruction for writing.Here 'metalinguistic activity' is proposed as a concept that can contribute conceptual clarity by relating metalinguistic activity both to the ref lexivity that languages afford (i.e., using language to refer to language itself ) and to a sociocultural approach to languages (i.e., languages consist of semiotic tools that underpin our psychological development). I discuss how this notion is approached by Grup de Recerca sobre Ensenyament i Aprenentatge de Llengües (GREAL), the Research Group on Teaching and Learning Languages at the Autonomous University of Barcelona (Spain), and describe their seminal study of secondary students' metalinguistic activity in the context of writing. Results show that metalinguistic activity emerges at different levels (procedural, with common language, and with metalanguage). While it may not lead to students automatically writing better texts, metalinguistic activity does help them to engage in sustained discussion about text choices in the context of text production, something considered of utmost importance in educating good writers. In conclusion, I indicate the theoretical relevance of this concept and suggest the need for more research on how to implement it effectively in the classroom.

This article hopes to bring new insights to the debate about the effect of grammar knowledge on language use, especially writing. It raises the question of the need to look more closely at the following three questions: (1) What is the aim of grammar teaching?; (2) How capable are students of conceptualising about language and how is their metalinguistic activity shown in their language use?; and finally, (3) Which approach is most suitable for students to be able to develop their own knowledge, with emphasis on the role of interaction in the classroom? The article concludes with ten key points which provide a basic outline for progressing in grammar teaching research.

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This article presents the results of a study conducted in Spain concerning a secondary school teacher's conceptualizations of grammar teaching and its relation to writing. Concepts are considered of the utmost importance when confronting any educational change. In dealing with the controversial issue of the role played by grammar in learning to write, the authors defend their positioning of the debate around the concept of metalinguistic activity as a source of grammar learning rather than the notion of an implicit/explicit grammar dichotomy. A number of studies have deemed the former as a promising avenue for research. After analysing a semi-structured interview held with the teacher, some preliminary results concerning the respondent's concepts show that she combines ideas of implicit grammar and explicit grammar with an incipient awareness of the importance and possibilities of promoting metalinguistic activity. Awareness of metalinguistic activity can anchor the reorienting of classroom practices towards reflection within planned activities designed by the teacher and intended to promote students' autonomy and awareness. Nonetheless, these results point at a much-needed process of structuring by means of which teachers enhance this perspective.

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