-Use theory-driven cross-linguistic analysis to identify areas of language use that may pose problems for L2 learners.

-Investigate the nature of the problem in terms of the account of meaning construction, and then formulate appropriately tailored teaching strategies.

-State explicitly how a set of productive teaching strategies devised on the basis of principled (i.e. motivated) systematic contrast between L1 and L2 can be made part of a so-called “pedagogical grammar”.

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