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In the process of teaching grammar it is difficult to motivate students. A well-designed introductory text used in terms of the inductive method, theory of creativity, and Vygotsky’s socio-cultural theory can be a useful technique of enhancing students’ motivation. To motivate students, the introductory text must possess certain qualities: to be grammatically structured, vivid, humorous, and connected to some cultural issues. While reading the text students are urged to notice new syntax units, guess their meaning in the context, and discover the grammar patterns. Thus, students are immersed into a carefully guided learning process of scaffolded interactive communication.
The article is based on a detailed analysis of the introductory text (a dialogue between two friends) from Dr. Keith Folse’ textbook (2012) Clear Grammar 2. (2nd Ed.). In this textbook the introduction of the new syntax material in the dialogue takes place gradually: as the dialogue develops, it presents new grammatical complexities. Also, the dialogue contains some devices such as a celebrity name (Brad Pitt), colloquial expressions, and humor to catch and keep students’ attention. Only after students’ attention has been stimulated, the new syntax structures appear in the dialogue for the first time. As the result, the students’ understanding of the deep and surface structures of a new syntax form (past progressive tense in this case) may come at this stage of learning.