The articles in this special issue contribute to understanding the interactional grounding of language learning by scrutinizing how patterns of language use emerge and get routinized as dynamic resources for accomplishing actions in co-constructed interaction. Their findings problematize how grammar is represented in second language (L2) teaching materials and have important implications for future research and language pedagogy. In this commentary, we address some of these implications focusing on two questions: (a) how the studies change the conceptualization of grammar as an object of L2 learning and teaching, and (b) how the insights of this research can inform language teaching.

中文翻译：

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社会行动的学习语法：对研究和语言教学的影响

本期特刊中的文章通过仔细研究语言使用模式如何出现并被常规化为在共同构建的交互中完成动作的动态资源，有助于理解语言学习的交互基础。他们的发现对语法在第二语言 (L2) 教材中的表现方式提出了质疑，并对未来的研究和语言教学法具有重要意义。在这篇评论中，我们针对两个问题解决了其中的一些影响：（a）这些研究如何改变语法作为二语学习和教学对象的概念化，以及（b）这项研究的见解如何为语言教学提供信息。