Professional Documents
Culture Documents
Grammar Instruction
Grammar Instruction
instruction
-nouns -pronouns
-verbs -prepositions
-participles -adverbs
-articles -conjunctions
The advent of other approaches:
-Functional approaches
-Communicative approaches
The Audiolingual Method
Focus on Forms
Focus on meaning
Focus on form
Focus on Forms:
Realia / Actions
Worksheets (can often be structured to
inductively lead students to a grammar rule)
Authentic texts (after listening to a dialogue or
reading a text, students can answer questions to
highlight certain grammatical structures– these
may then be used to derive rules)
Dialogues
Recorded Conversations
Options:
PPP TBLT
Textbook language Communicative
Official content language
valuable Process valuable
Views students as Students are valuable
“unknowing” contributors
Learning content not Learning opportunities
problematic Students are given a
Power difference voice
inherent
Social Rationale
Brown, H. Douglas. (2001). Teaching by principles: An interactive approach to language pedagogy. San Francisco
University: Longman.
Davidson, D.M. (1978). Current approaches to the teaching of grammar in ESL. Language in education theory and
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Doughty, C. & Williams, J. (1999). Focus on form in classroom second language acquisition. New York: Cambridge
University Press.
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Harley, B. & Swain, M. (1984). The interlanguage of immersion students and its implications for second language teaching.
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Harmer, Jeremy. (1998). How to teach English. Longman.
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on grammar teaching in second language classrooms (1-12). Mahweh, New Jersey: Lawrence Erlbaum Associates, Inc.
Larsen-Freeman, D. (1995). On the teaching and learning of grammar. In F.R. Eckman, D. Highland, P.W. Lee, J. Mileham
& R. Rutkowski Weber (Eds.), Second language acquisition theory and pedagogy (131-148). Mahweh, New Jersey:
Lawrence Erlbaum Associates, Inc.
Lightbown, P. (1985). ‘Great expectations: second-language acquisition research and classroom teaching’. Applied
Linguistics 6: 173-89.
Lightbown, P. & Spada, N. (1990). Focus-on-form and corrective feedback in communicative language teaching: effects in
second language learning. SSLA, 12(4), 429-448.
Lightbown, P. & Spada, N. (1993). How languages are learned. Oxford: Oxford University Press.
Lightbown, P. & Spada, N. (1999). ‘Instruction, first language influence, and developmental readiness in second language
acquisition’. The modem Language Journal 83, 1, 1-22.
References
Long, M. (1991). ‘Focus on form: a design feature in language teaching methodology’. Applied Linguistics 14: 225-49.
Long, M. & Robinson, M. (1999). Intervention points in second language classroom processes. Edinburgh: Edinburg
University Press.
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Pica, T. (1992). The textual outsomes of native speakers– non-native speaker negotiation: what do they reveal about
second language learning in Kramsch and Mcconnell-Ginet (eds.) 1992.
Pica, T., R. Kanagy, & J. Falodun (1993). Choosing and using communication tasks for second language research and
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