Name: Haß (2006: 131f.)
) Name: Ziegésar
Recognizing grammatical structure /
item in a genuine / authentic context
(situational, text-based) realizing a
cognitive deficit
1. Noticing
Learners try to understand the form
and function of the new grammar
2. Comprehen- item by making predictions and acti-
ding vating their previous knowledge (on
his/her own or with a partner)
If learners are not able to grasp the
form and the meaning / function of
the new grammar item, the teacher
has to guide the clarification process.
3. Structuring
Clarification includes the form, the
function of the new grammar item
4. Contrasting and it has to be contrasted with L1
and later e.g. with other grammatical
structure (tenses).
A monitor rule is provided as a kind
5. Monitoring of mnemonic.
New grammar item is practised until
it’s internalized and transferred into
6. Mastering
the implicit knowledge which is used
unconsciously.
Name: Scrivener (2011: 159f.; 163ff.
Teacher shows pictures connected to The grammatical structure is intro-
the lesson topic / context and elicits duced or demonstrated in a teacher
ideas from the students. talk. The context and the situation
1. Demon- should be interesting, vivid and clear
1. Lead-in
stration to the students. The new grammati-
cal structure is embedded in a mean-
ingful context and is used 10 to 15
times.
Learners read / listen to a text (either Students listen to the story (demon-
explicitly made for learners of the stration) by the teacher; they under-
2. Restricted 2. Comprehending stand the new structure & prove their
foreign language or authentic texts)
or authentic / Understanding understanding by reacting verbally
and get a general understanding of it
exposure & Reaction but they do not use the new structure
(maybe via a sequence of tasks &
feedback). in this step.
3. Teacher Teacher uses the text to give / elicit In this step the learners use the new
clarification examples and explain / elicit informa- grammatical structure or new gram-
tion about the item of language. mar item for the first time. In a
(explanation, 3. Re-production,
st teacher-guided talk the learners are
guided discov- 1 use of gram-
asked to re-produce the new struc-
ery, self-directed mar item
ture and should only change parts of
discovery)
the sentence as for example certain
words, e.g. in true/false statements.
The students work on oral practice of Learners use the new structure
examples of these items. mainly in group or pair work. The
4. Restricted
4. production tasks should be communicative situa-
output I
tions (some kind of scaffold could be
provided).
The students do a written exercise to 5. Clarification, Form, function/meaning and rules of
5. Restricted
practise these items. raising language the new grammar item are worked
output II
awareness out or elicited inductively.
The students are given the opportu- Clarification can also
6. Authentic nity to use these items, along with be after step 3 …
output the other language they know, in
communicative activities.