2. IN GENERAL TERMS…
• Few learners are capable to pick
up language from pure exposure.
• Most classroom have an EFL
environment.
• Form is important to be considered
within communicative interactions
and meaningful contexts (Spada
and Lightbrown, 1993; Lightbrown,
1998)
6. USE
• Social context
• Linguistic Discourse
context
• Influence of Pragmatics
• Why/when is it used?
7. EXAMPLES
• Possessives:
1) Form:
o Inflecting nouns
o Allomorphs
2) Meaning:
o Possession
o Description
o Amount
o Relationship
o Part/Whole
o Origin /Agent
8. EXAMPLES
3) Form:
o ‘s versus possessive determiner
o ‘s versus of the
o ‘s versus noun compounds
9. • All three dimensions have to be
mastered by the learner (although
not necessarily consciously)
• Important imformation by
recognizing where students need to
be reinforced.
• It is not only the form of the structures
what creates conflict in students and
the most significant challenge.
THE
CHALLENGE
11. THE LEARNING
PROCESS
SLA reasearch on how students
develop their ability to
interpret and produce
grammatical utterances:
1) First encounter – Processing –
Usage: not acuumulation of
structures.
E.g. The definite article.
12. THE LEARNING
PROCESS
2) Interlanguage and Backsliding
3) SL learners rely on the knowledge
and the experience they have.
4) Different learning processes are
responsible for different aspects
of language (Gagne and Medsker,
1996)
13. If we understand
our students’
learning processes,
we will be able to
make the right
teaching decisions
14. WHAT DOES
TEACHING
GRAMMAR MEAN?“It means enabling language
students to use linguistic
forms accurately,
meaningfully, and
appropriately”
(Larsen-Freeman, 2001)
16. APPROACHES ON
HOW TO ADDRESS
GRAMMAR• Recasting
• Enhancing Input or Input
Flooding (Sharwood Smith, 1993)
• Consciousness-raising Task
(Fotos and Ellis, 1991)
17. APPROACHES ON
HOW TO ADDRESS
GRAMMAR
• The Garden Path (Tomasello and
Herron, 1988-89)
• Input Processing (Van Patten,
1996)
19. OUTPUT
PRODUCTION• Meaningless mechanical drilling
not longer useful
• Students not engaged: Inert
Knowledge
• Motivation can be enhanced if we
give students meaningful contexts.
• From decalarative to procedural
knowledge: meaningful practice
