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The pedagogical concept underlying '''Grammar Explorer''' is firmly rooted in [[Constructivism (learning theory)]], [[cognitive psychology]] and recent findings of the [[neurosciences]] with regard to learning. It, therefore, fulfils the criteria laid down in The Common European Framework of Reference: The materials are multi-purpose, flexible, easily accessible, dynamic and non-dogmatic.
'''Grammar Explorer''' surpasses the descriptive, form-focused grammars currently available, because it treats learners as active meaning-makers and puts them firmly in control of their learning experience. Within the structure of the grammar, learners are able to enter into a non-linear process of negotiation with grammatical material that requires and encourages the use of basic cognitive and meta-cognitive strategies such as inferencing, grouping and recombination.<ref>O’Malley, J. and A. Chamot (1990). [https://www.academia.edu/download/36875588/lenguage_learning_strategies_and_second_lenguage.pdf Learning Strategies in Second Language Acquisition]{{dead link|date=July 2022|bot=medic}}{{cbignore|bot=medic}}. Cambridge: Cambridge University Press.</ref> It is through this process of exploration and negotiation that the learners acquire the type of functional grammatical competence that is essential for the successful acquisition of pragmatic competence and for the development of [[cognitive]] and [[metacognitive]] skills.
Information technologies and the [[hypertext]] principle underlying the World Wide Web/relational databases are ideally suited to support a constructivist approach to grammar acquisition.<ref>Noblitt, J. (1989). ‘Technology and Language Learning’. Academic Computing, October. p.56.</ref>
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