Getting a load of linguistic reasoning: How L1 student teachers process rules of thumb and linguistic manipulations in discussions about grammar

Abstarct An important skill for L1 language teachers when teaching grammar is the ability to produce and quickly evaluate arguments that underpin a grammatical analysis. Previous research has revealed strongest in favour of particular analysis are based on linguistic manipulations (LM) rather than rules thumb (RoT). This makes it critical be able handle LM. If LM considered too difficult process compared RoT, however, (student) may avoid argumentation altogether, they might struggle their pupils’ LM-based argumentation. The current study therefore examined whether impose higher cognitive load Dutch student using discussion tasks which participants (N = 298) evaluated RoT Multilevel analyses indicate indeed more as measured by response times, correct classifications, perceived difficulty ratings. effect partly influenced teachers’ need cognition willingness engage grammar.