To be consider a competent user of

language, one needs to know not

only the rules of grammar, but also
how rules are used in real
communication.
How much grammar does one need in order
to be able to communicate comfortably in a
second or foreign language?

Some people claim that grammar is not very
important as long as you can get your
message across in the language you are
studying. Do you agree with this statement?

What has been your experience in learning
the grammar of a second language?


How do you decide which grammar
points to present fisrt, second, and
so on?
Is grammar best taught in isolation
or in context?
How do you correct your students
grammar mistakes? Give at least three
different techniques you usually employ
in your teaching.



Because its there.
Its tidy.
Its testable.
Grammar as a security blanket.
It made me who I am.
You have to teach the hole system.
Power
Comprehensibility
Acceptaility




successful language learning depends on
immersing students in tasks that require
them to negotiate meaning and engage in
naturalistic and meaningful communication
.
The differences between traditional
grammar-focused activities and
communicative tasks are as follows:
Grammar-focused activities
Reflect typical classroom use of language.
Focus on the formation of correct
examples
Monitored speech style
Do not require authentic communication
Communicative tasks

Reflect natural language use.
Colloquial speech style
Require improving, repair and
reorganization.
Allow students to select
language they use.
Task work is seen as a part of
linguistic and communicative
competence development.

The researcher found that negotiation for meaning is not a
strategy that language learners are influenced to employ when
they encounter gaps in their understanding. Accurate grammar
use is not necessary in such a grammar-gap task. These
strategies provide an effective incentive to make best use of
language that already have but it doesnt encourage them to
focus on form.

Input: language sources used to initiated the
language learning process.
At the input stage, an attempt may be made to
focus learners attention on particular features of
inputs.
Intake: subset of the input that is comprehended
and attended to in some way. Those items are
needed to meet certain criteria such as
complexity(appropriate level of difficulty),
saliency(be noticed or attended to), frequency(be
experienced frequently) and need(fulfill a
communicative need).
Acquisition: the learner incorporate a new learning
item into his or her developing system or inter
language.
Noticing the difference between forms they are
using and target like forms.
Discovering rules of target language
Make those into long-term memory
Access: learners ability to utilize the inter language
system during communication which includes
making use of the developing system to create
output.
Output: observed result.
In the output you should practice in an oral way
such as role play.
Exposure to language at an appropiate level
of difficulty.
Engagement in meaning-focused interaction
in the language.
Opportunities for learners to notice or attend
to linguistic form while using the language.
Opportunities to expand the language
resources learners make use of over time.
By pre-teaching certain linguistic forms that
can be used while completing a task.
By reducing the cognitive complexity of the
task.
By giving time to plan the task.
Participation
Procedures
1. Preparatory activity designed to provide
schemata, vocabulary and language.
2. Dialogue listening task, to model shorter
version of target task.
3. Dialogue practice task, to provide further
clarification of task.

4. First practice, using role-play cues.
5. Follow-up listening
6. Second role-play practice
Resouces
Order
Product


Public Performance
Repeat Performance
There are strong empirical and theorical
grounds to doubt the efficacy of practice. It
may have limited psycholinguistic validity.
Practice is directed at the acqusition of
implicit knowledge of a grammar structure.
The results of both types of research are not
encouraging for supporters of practice.
A number of empirical students have investigated
whether practice contributes to L2 acquisition.

These studies are of two kinds: those that seek to
relate the amount of practice achieved bye
individual learners with general increase in
proficiency and those that have examined whether
practicing specific linguistic structure results in its
acquisition.
It is unlikely to result in inmediate
acquisition.
More likely it will have a delayed effect. It
can be deductive and inductive.
There are some limitations for example it
cannot be used for young learners, (those
who like to learn by doing rather than
studying.)
Facilitates the acquisition of the grammatical
knowledge needed for communication.
The acquisition of implicit knowledge involves three
processes.
Noticing
Comparing
Integrating
Stage that consists of a
series of exercises,
whose aim is to cause
the learners to absorb
the structure.
Practice:
Rigidly controlled activities.
Mechanical Practice
Encourage learners to relate form to
meaning by using real-life situations.
Contextualised practice
Information gap activities which require
learners to engage in authentic
communication.
Communicative practice
Practice
Characteristics
Isolate a
specific
grammatical
feature.
Produce
sentences
containing
the target
feature.
Repetition of
the target
feature.
Sucess
oriented.
Learners
receive
feedback on
their
performance.
It is the attempt to equip
the learner with an
understanding of a
specific grammatical
feature.
Consciousness-Raising:
Consciousness-
Raising
Activities
Deductive
Learner is supplied
with a rule which is
then used to carry
out some task.
Inductive
Learner is provided
with data and asked to
construct an explicit
rule to describe the
grammatical feature.
Conciousnes
s-Raising
characteristi
cs
Isolates
linguistic
features
Data or
explicit rule
is provided
to the
learner to
explain the
feature
Learners
are
expected
to utilise
intellectual
effort.
Clarification
is in the
form of
further data
description
or
explanation.
Learners may
be required to
articulate the
rule
describing the
grammatical
structure.
Purpose of CR
in the
teaching of
grammar
To direct learners
attention to
grammar features
they might not
notice on their
own.
To help learners
make
form/meaning
connections.
To help learners
acquire conscious
knowledge which
they can use to
understand input and
monitor their own
output .
To make learners
more autonomous
by developing
their analytical
ability.
CR activity #1
CR activity #2