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      Orsini-Jones, M. 2010. ‘Troublesome grammar knowledge and action-research-led assessment design: learning from liminality’ in Threshold Concepts and Transformational Learning. Rotterdam: Sense, pp. 281-299
      Book editor(s): Meyer, J.F.H., R. Land and C. Baille.
      ISBN: 978-94-6091-206-1
      Summary: The threshold concept of the rank scale requires students to master a number of fundamental grammar ‘milestones’. This chapter investigates this process, finding that many aspiring EFL teachers experience ‘grammar anxiety’ when faced with the task of explaining grammar to their students.
      Country of research: United Kingdom
      Learners' background: United Kingdom
      Institutional level: tertiary
      Entered by: Coventry University
      Orsini-Jones, M. 2008. ‘Troublesome language knowledge: Identifying threshold concepts in grammar learning’ in Threshold Concepts within the Disciplines. Rotterdam: Sense, pp. 213-226
      Book editor(s): Land, R., H.F. Meyer and J. Smith.
      ISBN: 978-90-8790-267-4
      Summary: This chapter focuses on the troublesome knowledged experienced by students in the first year undergraduate module Academic and Professional Skills for Language Learning when carrying out a socio-collaborative grammar project
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: tertiary
      Related project: Grammar, Researching Activities for Student Progress
      Entered by: Coventry University