1.

Say what is good about the approach, from the point of view of a teacher more focused
on form and a step-by-step, linear approach.

Although the approach evidenced in the classroom activity tends to prevent natural and
spontaneous interactions among the students, it can serve as a starting point to give them
the opportunity to express accurately and creatively in future communicative situations,
taking into consideration some grammatical forms and the manner in which those are
introduced.

Firstly, we would like to highlight the concept of focus on form proposed by Long and
Robinson (1998) where they affirm that learners can improve their grammatical accuracy if
they draw their attention to different linguistic forms during oral communication (Cited in
Yu, 2013). In the classroom activity, students are likely to answer in an accurate way about
their mates’ weekly routine since the language structures that they need to use are already
written on the chart. Additionally, this exercise protects learners from a possible
embarrassment at the moment of speaking and reduces the possibilities of making mistakes,
encouraging them to participate in a comfortable way.

Focusing on form, also takes students to a process of analyzing and contrasting the
linguistic forms they are learning due to the way they are required to practice them. As we
can notice in the previous lesson, this is carried out by means of repetition and
reinforcement, making them aware of what language structures are more suitable to use
during verbal discussions. Hinkel and Fotos (2002) states:

If learners are continuously exposed to a certain grammatical structure in formal

instruction, they are more likely to notice the structure and realize the difference
between grammatically correct speech and their current speech. Thus, the students’
observation will help them to use the structure in communication automatically (pp.
6-7, cited in Yu, 2013).
 Another relevant aspect that we want to remark in this classroom activity is the way
linguistic forms are presented. The teacher decides to bear in mind students’ level and
introduce gradually those grammatical structures from simple to complex forms (which is
actually one of the main features of the Oral Approach) since some complicated language
structures cannot be acquired through natural or spontaneous conversations. Subsequently,
students will have the chance to not only internalize the rules of those structures, but also
avoid what Marianne Celce Muricia and Sharon Hills define as fossilization that refers to a
language form that is broken and ungrammatical (1998, pp.2).

Similarly, when the teacher tries to draw student’s attention to linguistic structures that
are presented on the chart, a meaningful impact is generated on learners’ effectiveness
during their current and upcoming oral discussions. Lightbown and Patsy M (1993) point
out: ´´Another contribution from focus on form approach is that it has a positive influence
on the “long-term accuracy” of linguistic forms´´ (Lightbown and Patsy, cited in Long 45).

To conclude, the previous classroom activity might become a good basis for students to
communicate accurately through verbal interactions since it provides the necessary tools to
make them feel confident and comfortable at the moment of participating. Different authors
like Gene Vasilopolos (2012) stated that learners can be highly motivated to speak when
they know that the language structures they are using are grammatically correct (cited in
Yu, 2013). It also enables them to communicate independently in meaningful
conversations once they have integrated the linguistic forms which they have been exposed
to (Littlelwood, W, 1981, pp.14).

References

Celce-Murcia, Marianne, and Sharon Hills (1998). Techniques and Resources in Teaching
Grammar. New York: Oxford University Press,
Littlewood, William (1981) Communicative Language Teaching: An Introduction:
Cambridge University Press.

Long, Michael, and Peter Robinson (1998) “Focus on Form: Theory, Research, and
Practice” Focus on Form in Classroom Second Language Acquisition. Ed. Doughty,
Catherine, and Jessica Williams. New York: Cambridge University Press, 15-41. Print.

Vasilopoulos, Gene(2008):“Adapting Communicative Language Instruction in Korean

Universities.” The Internet TESL Journal 14.8 1-6. Web. 1 Aug. 2012.

Yu, M. (2013). Teaching Grammar Using Focus on Form Approach in Communicative

Language Teaching for Korean Middle School Students. Master’s Paper: University of
Wisconsin-River Falls.