This document discusses strategies for teaching grammar to adult English language learners through a focus-on-form approach. It begins by providing background on adult English language learners and a brief history of grammar instruction. It then describes the contemporary focus-on-form approach, which involves drawing learners' attention to linguistic forms within meaningful, communicative contexts. Several instructional techniques are discussed, ranging from more implicit methods like input flooding to more explicit techniques like collaborative dialogues. The document concludes by noting that further research is still needed to determine how attention to form and meaningful interaction should be ordered and how learner characteristics affect readiness for focus on form.
This document summarizes a study that compares the inductive and deductive approaches for teaching English verb tenses to Taiwanese university students. The study examines the effects of the two approaches on students with different cognitive styles (field independent vs field dependent). Students were assigned to either an inductive or deductive group and their learning outcomes were assessed. Results showed that both approaches were effective, with the deductive group showing more significant improvement. Field dependent students improved more than field independent students, regardless of the teaching approach used.
The document provides an overview of the historical evolution of theoretical grammar, covering four main approaches:
1) Traditional grammar focused on prescriptive rules based on Latin grammar and classified words into parts of speech. It described English syntax but was not suitable for describing the language.
2) Structural grammar rejected the mentalistic approach and focused on observable structures like phonemes and morphemes. It emphasized synchronic analysis and descriptive rules.
3) Transformational-generative grammar proposed that sentences are generated from deep structures through transformations. It aimed to distinguish competence from performance and generate all grammatical sentences.
4) Pedagogical grammar examines the implications of different theories for language teaching and learning. The researcher analyzes
This document discusses developing academic vocabulary in English-language learners. It identifies three main methods: engaging students in rich language experiences like interactive shared reading, teaching individual words, and teaching word-learning strategies. Interactive shared reading exposes students to language not often encountered in texts they can read independently. Teaching individual words involves providing definitions, multiple exposures, and discussions of meanings. Teaching strategies includes explaining strategies like using context clues and modeling their use. Modifications for English learners include additional scaffolding and using first languages to aid comprehension.
This document discusses the history and principles of communicative language teaching (CLT). It describes how methods have shifted over time from the grammar-translation method to more recent approaches focused on meaningful communication. The audiolingual method emphasized repetition and habit formation but failed to develop students' communicative abilities. CLT emerged due to theories of language as rule-governed creativity and a view of language's primary function as communication. CLT organizes instruction around real-life tasks and uses the target language to maximize engagement and language use.
This document discusses differing views on language teaching and the need for methods. It summarizes Swan's critique that methods constrain teaching too much and divert attention from the linguistic elements. Swan argues that to be effective, teaching must return to focusing on specific linguistic problems and making better use of existing methodological resources. The document also discusses the post-method condition and Swan's view that it lacks focus on selecting and integrating priority language elements and risks losing sight of the language being taught through an overemphasis on activities.
This proposal emphasizes providing learners with comprehensible input through listening and reading activities without any speaking or writing practice. Research on total physical response, immersion programs, input flood, and input processing found that while comprehension skills can develop through input alone, it is not sufficient for reaching high levels of accuracy and grammar. Learners need both comprehensible input and opportunities to produce language in order to fully develop their second language abilities.
The role of syllabus curriculum - lecture 2batsaikhan_mm
The document discusses the role of syllabus and curriculum in language teaching. It explains that a syllabus outlines the sequence and content of a language program and how learning will be delivered. Syllabuses can range from simply listing textbooks to more detailed plans including tests, objectives, materials and assignments. Some syllabuses focus on sequencing grammatical elements from simple to complex, while others are organized around communicative functions. Notional-functional syllabuses group language by pragmatic functions rather than form. The audiolingual method incorporated habits from earlier methods but was influenced by behaviorist psychology, emphasizing pattern practice through mimicry and correction. It aimed for quick results but was criticized for not developing long-term communicative ability
Awareness Raising In The Tefl Phonology Classroom Student Voices And Sociocul...englishonecfl
This document summarizes a study on raising awareness of discourse intonation among TEFL students in China. The study had two phases: first, exploring student attitudes towards native and nonnative pronunciation models, and second, assessing the impact of awareness-raising activities on students' perceptions of suprasegmentals and confidence in communication. The results showed students endorsed a native-speaker model and awareness activities improved their view of suprasegmentals' importance. The findings are discussed in relation to students' sociocultural and psychological needs in TEFL training.
This document summarizes a study that compares the inductive and deductive approaches for teaching English verb tenses to Taiwanese university students. The study examines the effects of the two approaches on students with different cognitive styles (field independent vs field dependent). Students were assigned to either an inductive or deductive group and their learning outcomes were assessed. Results showed that both approaches were effective, with the deductive group showing more significant improvement. Field dependent students improved more than field independent students, regardless of the teaching approach used.
The document provides an overview of the historical evolution of theoretical grammar, covering four main approaches:
1) Traditional grammar focused on prescriptive rules based on Latin grammar and classified words into parts of speech. It described English syntax but was not suitable for describing the language.
2) Structural grammar rejected the mentalistic approach and focused on observable structures like phonemes and morphemes. It emphasized synchronic analysis and descriptive rules.
3) Transformational-generative grammar proposed that sentences are generated from deep structures through transformations. It aimed to distinguish competence from performance and generate all grammatical sentences.
4) Pedagogical grammar examines the implications of different theories for language teaching and learning. The researcher analyzes
This document discusses developing academic vocabulary in English-language learners. It identifies three main methods: engaging students in rich language experiences like interactive shared reading, teaching individual words, and teaching word-learning strategies. Interactive shared reading exposes students to language not often encountered in texts they can read independently. Teaching individual words involves providing definitions, multiple exposures, and discussions of meanings. Teaching strategies includes explaining strategies like using context clues and modeling their use. Modifications for English learners include additional scaffolding and using first languages to aid comprehension.
This document discusses the history and principles of communicative language teaching (CLT). It describes how methods have shifted over time from the grammar-translation method to more recent approaches focused on meaningful communication. The audiolingual method emphasized repetition and habit formation but failed to develop students' communicative abilities. CLT emerged due to theories of language as rule-governed creativity and a view of language's primary function as communication. CLT organizes instruction around real-life tasks and uses the target language to maximize engagement and language use.
This document discusses differing views on language teaching and the need for methods. It summarizes Swan's critique that methods constrain teaching too much and divert attention from the linguistic elements. Swan argues that to be effective, teaching must return to focusing on specific linguistic problems and making better use of existing methodological resources. The document also discusses the post-method condition and Swan's view that it lacks focus on selecting and integrating priority language elements and risks losing sight of the language being taught through an overemphasis on activities.
This proposal emphasizes providing learners with comprehensible input through listening and reading activities without any speaking or writing practice. Research on total physical response, immersion programs, input flood, and input processing found that while comprehension skills can develop through input alone, it is not sufficient for reaching high levels of accuracy and grammar. Learners need both comprehensible input and opportunities to produce language in order to fully develop their second language abilities.
The role of syllabus curriculum - lecture 2batsaikhan_mm
The document discusses the role of syllabus and curriculum in language teaching. It explains that a syllabus outlines the sequence and content of a language program and how learning will be delivered. Syllabuses can range from simply listing textbooks to more detailed plans including tests, objectives, materials and assignments. Some syllabuses focus on sequencing grammatical elements from simple to complex, while others are organized around communicative functions. Notional-functional syllabuses group language by pragmatic functions rather than form. The audiolingual method incorporated habits from earlier methods but was influenced by behaviorist psychology, emphasizing pattern practice through mimicry and correction. It aimed for quick results but was criticized for not developing long-term communicative ability
Awareness Raising In The Tefl Phonology Classroom Student Voices And Sociocul...englishonecfl
This document summarizes a study on raising awareness of discourse intonation among TEFL students in China. The study had two phases: first, exploring student attitudes towards native and nonnative pronunciation models, and second, assessing the impact of awareness-raising activities on students' perceptions of suprasegmentals and confidence in communication. The results showed students endorsed a native-speaker model and awareness activities improved their view of suprasegmentals' importance. The findings are discussed in relation to students' sociocultural and psychological needs in TEFL training.
The document discusses different settings for second language learning, including natural acquisition contexts, traditional instructional settings, and communicative instructional settings. It compares the characteristics of these settings, such as how errors are corrected, how much time is available for learning, the ratio of native to non-native speakers, and the types of language and discourse used. The document also presents five proposals for classroom teaching and analyzes studies related to focusing on form versus meaning in second language instruction.
The Silent Way is a language teaching method created by Caleb Gattegno that emphasizes silence in the classroom. The teacher's role is to monitor students and encourage their active participation through techniques like gestures and facial expressions, while students test grammatical forms and discover the language through problem-solving. Students use colored rods and charts to learn pronunciation and recall information. While the method increases interaction and participation, it is also very abstract and different from traditional methods, making it difficult for some students and only suitable for small groups with a dedicated teacher.
This chapter summarizes research on teaching literacy skills to English language learners (ELLs). It reviews studies on instructional approaches (direct, interactive, process-based), language of instruction, home factors, and assessment. The research shows that a combination of direct and interactive instruction is most effective. Using students' first language does not impede second language development. Factors like socioeconomic status, home literacy resources, and parents' aspirations also influence literacy. Assessments of ELLs need to be in both languages and account for cultural and linguistic diversity.
The Grammar Translation Method focuses on teaching grammar rules and translating sentences and texts between the native and target languages. Key aspects include using grammar rules to translate sentences, emphasizing accuracy in translation, and teaching vocabulary through word lists. Reading and writing are emphasized over speaking and listening. The method was traditionally used to teach Latin, Greek, and later modern languages in the 19th century.
This document summarizes research on non-native English speakers learning in English. It reviews both psycholinguistic and sociolinguistic studies on bilingual learners. The psycholinguistic studies show that the language used in learning tasks can impact specific cognitive processes, with performance generally better when the language matches what was used during initial learning. However, more abstract tasks may not be affected by language. Sociolinguistic studies reveal important personal and social factors, showing learners strategically switching between languages to facilitate learning. Both types of studies provide insights into how bilingual learners use their multilingual resources to achieve learning goals.
The task-based Language teaching is the teaching theory put forward by foreign language teaching method researchers on the basis of the large quantity of studies and practice in the 1980s. It advocates learning from “doing-it” and the interactive learning styles: learning from experiencing, practicing, participating, communicating and cooperating. The national New Standard for English Curriculum advocates the implementing of TBLT in Junior High School in China. At present, many scholars have investigated the application in terms of teaching of reading, writing and so on, but only a few have involved the study about the application of TBLT in oral English teaching. Through the analysis of the present situation of oral English teaching in Junior High School in China, this thesis aims to solve the teaching problems by applying TBLT to oral English teaching on the basis of the previous study.
This document discusses the relationship between language and education. It covers three main points:
1) Students learn both spoken and written language in educational settings, developing communication skills, vocabulary, and ways to express themselves.
2) Learning in classrooms is primarily accomplished through language, as teachers instruct and students participate through reading, writing, discussions, and other activities.
3) Classroom language practices like scaffolding, initiation-response-feedback sequences, and sharing time provide opportunities for students to learn through language and learn about language.
This document discusses oral language development in second language acquisition. It addresses the relationships between listening, reading, speaking and writing and how integrating these skills can benefit students. The document also examines characteristics of different proficiency levels in English and strategies to develop oral language skills. It emphasizes the importance of oral language development and providing opportunities for meaningful use of language through tasks, discussions and integrating oral and written communication.
A Literature Review On Strategies For Teaching Pronunciationenglishonecfl
This document reviews strategies for teaching English pronunciation. It begins by stating that pronunciation is often neglected in ESL/EFL classrooms despite its importance. The purpose is to review pronunciation teaching strategies from different sources.
The introduction discusses how pronunciation is still neglected worldwide and reviews research showing its importance for communication, listening comprehension, reading and spelling. The problem is identified as teachers lacking useful strategies for teaching pronunciation.
A theoretical framework of seven changes in second language learning and teaching paradigms is presented that has implications for pronunciation instruction. Research on the relationships between intelligibility, comprehensibility and accent is summarized, with limitations noted.
The literature review discusses researchers' views on the key contents of pronunciation instruction,
Linguistics is the scientific study of language, divided into theoretical, applied, descriptive, historical, geographical, and comparative linguistics. Applied linguistics aims to apply linguistic theories to improve language teaching methodology, syllabuses, and language assessment. The relationship between linguistics and language teaching has evolved over time, with methods like grammar translation and direct instruction reflecting developments in linguistic theories. Syllabus design also reflects language performance and goals.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document summarizes a study that evaluated the impact of oral test anxiety and speaking strategy use on oral English performance among Chinese university students. The study surveyed over 1690 students about their oral test anxiety and speaking strategy use. It found that (1) oral test anxiety existed and negatively impacted test performance, (2) more proficient students were less anxious, (3) students used a variety of speaking strategies during tests, and (4) speaking strategies both helped and hindered performance. The study aimed to better understand how oral test anxiety and strategy use influence oral English test results.
This document discusses the importance of context in language comprehension and learning. It presents research showing that providing contextual information and activating students' background knowledge can improve comprehension. Visual aids like pictures and videos are found to help lower-level learners, while techniques like discussing vocabulary, titles and questions are also effective, especially for more advanced learners. The role of schema theory is explained, which holds that comprehension involves both bottom-up processing of textual details and top-down processing using context and expectations. Contextualizing language instruction and practice is recommended over isolated teaching of forms.
This document discusses the relationship between applied linguistics and language teaching. It defines applied linguistics as the theoretical and empirical investigation of real-world language problems. It explores how applied linguistics can positively impact language teachers by informing areas like teaching methods, materials development, and testing. The document also examines how linguistics, applied linguistics, and language teaching are interrelated and how descriptions of language can improve teaching.
Task-Based Language Teaching, an analytic approach focusing on form, with a task-based syllabus starting with output and putting emphasis on learning outcomes, may have a positive impact on the development of learners’ language proficiency and thinking skills in L2 classrooms. By implementing a TBLT approach which is free from the limitation of synthetic approach focusing on forms and analytic approach focusing on meaning, L2 learners can benefit from its efficiency promoting both in communication competence and linguistic awareness. In addition to the advantage of TBLT approaches, a task-based syllabus, as one of the typical backward design, focusing on output or learning outcomes, are more effective in enhancing learners’ language proficiency than that in other syllabuses focusing on input or process. Moreover, learners’ thinking skills can be achieved in a task-based syllabus integrating language proficiency with thinking skill tasks.
The document provides a summary of the history of language teaching methods from ancient times to the late 20th century. It describes several influential methods and theorists throughout history including the Grammar Translation Method, Direct Method, Audiolingual Method, and Natural Approach. Key developments include a shift from translation-based approaches to an emphasis on oral communication, and a progression from conscious learning of rules to a focus on unconscious acquisition through comprehensible input.
Chapter 4 explaining second language learningTshen Tashi
The document summarizes several perspectives on second language acquisition:
1) The behaviourist perspective viewed language learning as forming habits, but it did not adequately explain errors or first language influence.
2) The innatist perspective argued innate linguistic knowledge allows first language acquisition, but may not fully explain second language learning.
3) Krashen's Monitor Model proposed language is acquired through exposure to comprehensible input and learned through formal instruction, but questions remain about its sufficiency.
4) The cognitive perspective views language learning as involving cognitive processes like attention, memory, and practice, rather than being innate or distinct from other learning.
The document provides a history of language teaching methods from the 1500s to present day. It begins with Latin being the dominant language of education in the 1500s, though French, Italian, and English gained prominence in the 1600s. The 1700s-1900s saw the promotion of Latin in schools through grammar-focused instruction. In the 1800s, modern languages began to be taught using the same grammar-translation approach. Reform movements in the late 1800s advocated for a more natural approach focused on speaking, resulting in the Direct Method in the early 1900s emphasizing communication over translation. However, these natural methods proved difficult to implement in schools. Throughout the 20th century, debates occurred over the best language teaching methods to use
The direct method of teaching foreign languages refrains from using the learner's native language and uses only the target language. It focuses on developing oral skills through techniques like questioning and demonstration without translation. In contrast, the grammar-translation method uses the learner's native language and focuses on learning grammatical rules and translating sentences between the target and native languages to develop reading skills. It pays less attention to speaking and listening. While the direct method aims to build direct associations between language and experience, the grammar-translation method's goals are to enable reading literature and develop general mental discipline through translation.
Which method, isolated or integrated, of teaching vocabulary is more effectiv...Spyridoula Laizinou
This study examined the effectiveness of isolated versus integrated vocabulary instruction methods with 28 adult English language learners. Participants completed isolated and integrated reading tasks with vocabulary questions, as well as a delayed post-test. Results showed students scored similarly high on both initial tasks, averaging 86% on isolated and 85% on integrated. On the delayed post-test, students averaged 71% on multiple choice and 79% on short answer questions. While most students preferred integrated methods, performance did not significantly differ between approaches. The study concluded that both isolated and integrated instruction can effectively increase vocabulary learning for adult ELLs.
Here are two assessment items I created based on the information in the video:
Multiple choice item:
Which of the following is NOT considered a formal assessment?
A) Quizzes
B) Discussions
C) Tests
D) Projects
True/false item:
Assessments should be directly aligned with the objectives and activities covered in class.
The document discusses different settings for second language learning, including natural acquisition contexts, traditional instructional settings, and communicative instructional settings. It compares the characteristics of these settings, such as how errors are corrected, how much time is available for learning, the ratio of native to non-native speakers, and the types of language and discourse used. The document also presents five proposals for classroom teaching and analyzes studies related to focusing on form versus meaning in second language instruction.
The Silent Way is a language teaching method created by Caleb Gattegno that emphasizes silence in the classroom. The teacher's role is to monitor students and encourage their active participation through techniques like gestures and facial expressions, while students test grammatical forms and discover the language through problem-solving. Students use colored rods and charts to learn pronunciation and recall information. While the method increases interaction and participation, it is also very abstract and different from traditional methods, making it difficult for some students and only suitable for small groups with a dedicated teacher.
This chapter summarizes research on teaching literacy skills to English language learners (ELLs). It reviews studies on instructional approaches (direct, interactive, process-based), language of instruction, home factors, and assessment. The research shows that a combination of direct and interactive instruction is most effective. Using students' first language does not impede second language development. Factors like socioeconomic status, home literacy resources, and parents' aspirations also influence literacy. Assessments of ELLs need to be in both languages and account for cultural and linguistic diversity.
The Grammar Translation Method focuses on teaching grammar rules and translating sentences and texts between the native and target languages. Key aspects include using grammar rules to translate sentences, emphasizing accuracy in translation, and teaching vocabulary through word lists. Reading and writing are emphasized over speaking and listening. The method was traditionally used to teach Latin, Greek, and later modern languages in the 19th century.
This document summarizes research on non-native English speakers learning in English. It reviews both psycholinguistic and sociolinguistic studies on bilingual learners. The psycholinguistic studies show that the language used in learning tasks can impact specific cognitive processes, with performance generally better when the language matches what was used during initial learning. However, more abstract tasks may not be affected by language. Sociolinguistic studies reveal important personal and social factors, showing learners strategically switching between languages to facilitate learning. Both types of studies provide insights into how bilingual learners use their multilingual resources to achieve learning goals.
The task-based Language teaching is the teaching theory put forward by foreign language teaching method researchers on the basis of the large quantity of studies and practice in the 1980s. It advocates learning from “doing-it” and the interactive learning styles: learning from experiencing, practicing, participating, communicating and cooperating. The national New Standard for English Curriculum advocates the implementing of TBLT in Junior High School in China. At present, many scholars have investigated the application in terms of teaching of reading, writing and so on, but only a few have involved the study about the application of TBLT in oral English teaching. Through the analysis of the present situation of oral English teaching in Junior High School in China, this thesis aims to solve the teaching problems by applying TBLT to oral English teaching on the basis of the previous study.
This document discusses the relationship between language and education. It covers three main points:
1) Students learn both spoken and written language in educational settings, developing communication skills, vocabulary, and ways to express themselves.
2) Learning in classrooms is primarily accomplished through language, as teachers instruct and students participate through reading, writing, discussions, and other activities.
3) Classroom language practices like scaffolding, initiation-response-feedback sequences, and sharing time provide opportunities for students to learn through language and learn about language.
This document discusses oral language development in second language acquisition. It addresses the relationships between listening, reading, speaking and writing and how integrating these skills can benefit students. The document also examines characteristics of different proficiency levels in English and strategies to develop oral language skills. It emphasizes the importance of oral language development and providing opportunities for meaningful use of language through tasks, discussions and integrating oral and written communication.
A Literature Review On Strategies For Teaching Pronunciationenglishonecfl
This document reviews strategies for teaching English pronunciation. It begins by stating that pronunciation is often neglected in ESL/EFL classrooms despite its importance. The purpose is to review pronunciation teaching strategies from different sources.
The introduction discusses how pronunciation is still neglected worldwide and reviews research showing its importance for communication, listening comprehension, reading and spelling. The problem is identified as teachers lacking useful strategies for teaching pronunciation.
A theoretical framework of seven changes in second language learning and teaching paradigms is presented that has implications for pronunciation instruction. Research on the relationships between intelligibility, comprehensibility and accent is summarized, with limitations noted.
The literature review discusses researchers' views on the key contents of pronunciation instruction,
Linguistics is the scientific study of language, divided into theoretical, applied, descriptive, historical, geographical, and comparative linguistics. Applied linguistics aims to apply linguistic theories to improve language teaching methodology, syllabuses, and language assessment. The relationship between linguistics and language teaching has evolved over time, with methods like grammar translation and direct instruction reflecting developments in linguistic theories. Syllabus design also reflects language performance and goals.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document summarizes a study that evaluated the impact of oral test anxiety and speaking strategy use on oral English performance among Chinese university students. The study surveyed over 1690 students about their oral test anxiety and speaking strategy use. It found that (1) oral test anxiety existed and negatively impacted test performance, (2) more proficient students were less anxious, (3) students used a variety of speaking strategies during tests, and (4) speaking strategies both helped and hindered performance. The study aimed to better understand how oral test anxiety and strategy use influence oral English test results.
This document discusses the importance of context in language comprehension and learning. It presents research showing that providing contextual information and activating students' background knowledge can improve comprehension. Visual aids like pictures and videos are found to help lower-level learners, while techniques like discussing vocabulary, titles and questions are also effective, especially for more advanced learners. The role of schema theory is explained, which holds that comprehension involves both bottom-up processing of textual details and top-down processing using context and expectations. Contextualizing language instruction and practice is recommended over isolated teaching of forms.
This document discusses the relationship between applied linguistics and language teaching. It defines applied linguistics as the theoretical and empirical investigation of real-world language problems. It explores how applied linguistics can positively impact language teachers by informing areas like teaching methods, materials development, and testing. The document also examines how linguistics, applied linguistics, and language teaching are interrelated and how descriptions of language can improve teaching.
Task-Based Language Teaching, an analytic approach focusing on form, with a task-based syllabus starting with output and putting emphasis on learning outcomes, may have a positive impact on the development of learners’ language proficiency and thinking skills in L2 classrooms. By implementing a TBLT approach which is free from the limitation of synthetic approach focusing on forms and analytic approach focusing on meaning, L2 learners can benefit from its efficiency promoting both in communication competence and linguistic awareness. In addition to the advantage of TBLT approaches, a task-based syllabus, as one of the typical backward design, focusing on output or learning outcomes, are more effective in enhancing learners’ language proficiency than that in other syllabuses focusing on input or process. Moreover, learners’ thinking skills can be achieved in a task-based syllabus integrating language proficiency with thinking skill tasks.
The document provides a summary of the history of language teaching methods from ancient times to the late 20th century. It describes several influential methods and theorists throughout history including the Grammar Translation Method, Direct Method, Audiolingual Method, and Natural Approach. Key developments include a shift from translation-based approaches to an emphasis on oral communication, and a progression from conscious learning of rules to a focus on unconscious acquisition through comprehensible input.
Chapter 4 explaining second language learningTshen Tashi
The document summarizes several perspectives on second language acquisition:
1) The behaviourist perspective viewed language learning as forming habits, but it did not adequately explain errors or first language influence.
2) The innatist perspective argued innate linguistic knowledge allows first language acquisition, but may not fully explain second language learning.
3) Krashen's Monitor Model proposed language is acquired through exposure to comprehensible input and learned through formal instruction, but questions remain about its sufficiency.
4) The cognitive perspective views language learning as involving cognitive processes like attention, memory, and practice, rather than being innate or distinct from other learning.
The document provides a history of language teaching methods from the 1500s to present day. It begins with Latin being the dominant language of education in the 1500s, though French, Italian, and English gained prominence in the 1600s. The 1700s-1900s saw the promotion of Latin in schools through grammar-focused instruction. In the 1800s, modern languages began to be taught using the same grammar-translation approach. Reform movements in the late 1800s advocated for a more natural approach focused on speaking, resulting in the Direct Method in the early 1900s emphasizing communication over translation. However, these natural methods proved difficult to implement in schools. Throughout the 20th century, debates occurred over the best language teaching methods to use
The direct method of teaching foreign languages refrains from using the learner's native language and uses only the target language. It focuses on developing oral skills through techniques like questioning and demonstration without translation. In contrast, the grammar-translation method uses the learner's native language and focuses on learning grammatical rules and translating sentences between the target and native languages to develop reading skills. It pays less attention to speaking and listening. While the direct method aims to build direct associations between language and experience, the grammar-translation method's goals are to enable reading literature and develop general mental discipline through translation.
Which method, isolated or integrated, of teaching vocabulary is more effectiv...Spyridoula Laizinou
This study examined the effectiveness of isolated versus integrated vocabulary instruction methods with 28 adult English language learners. Participants completed isolated and integrated reading tasks with vocabulary questions, as well as a delayed post-test. Results showed students scored similarly high on both initial tasks, averaging 86% on isolated and 85% on integrated. On the delayed post-test, students averaged 71% on multiple choice and 79% on short answer questions. While most students preferred integrated methods, performance did not significantly differ between approaches. The study concluded that both isolated and integrated instruction can effectively increase vocabulary learning for adult ELLs.
Here are two assessment items I created based on the information in the video:
Multiple choice item:
Which of the following is NOT considered a formal assessment?
A) Quizzes
B) Discussions
C) Tests
D) Projects
True/false item:
Assessments should be directly aligned with the objectives and activities covered in class.
The document discusses the impact of age on second language acquisition. It notes that children generally achieve higher proficiency when learning a second language compared to adults. Young children are able to acquire native-like fluency more easily due to the brain's increased plasticity at a young age. However, adults are initially faster at learning but may have a lower proficiency ceiling. The document recommends tailoring teaching methods to the specific age group by considering their cognitive and learning characteristics.
1. The document discusses adult learning theory and how it differs from pedagogy. It outlines four key principles of adult learning: adults need to know why they are learning, they learn best through experience, they approach learning as problem-solving, and learning is most effective when it is immediately relevant.
2. The four principles are then exemplified through scenarios relating to motivational, experiential, problem-based, and immediately useful learning. Strategies are suggested for applying the principles in practice, such as setting clear objectives, posing problems to induce learning, and providing real-life examples and feedback.
The document discusses different factors related to language learners, including age, aptitude, learner characteristics, styles, and individual differences. Younger children learn best through meaning and indirect learning that uses their visual, auditory, kinesthetic and olfactory senses. Adolescents are often portrayed as unmotivated but this is a myth. Adults have greater abstract thought and self-motivation. Learning styles refer to how each learner receives and processes information through their senses. Multiple intelligences include linguistic, logical, spatial, bodily, musical, interpersonal, intrapersonal, and naturalistic intelligences. The document advocates addressing individual differences through various assessment tests and teaching techniques.
The document discusses four major methods of teaching English as a foreign language: the Grammar-Translation Method, Direct Method, Audio-Lingual Method, and Silent Way Method. It provides background information and characteristics of each method, including their theoretical foundations, principles, techniques used, advantages, and criticisms. The four methods represent major historical approaches to foreign language teaching.
This document provides an overview of language teaching approaches and methods. It discusses concepts like methodology, approach, method, curriculum/syllabus and technique. It then examines common language teaching approaches like the grammar translation method, direct method, audio-lingual method and communicative language teaching approach. It also discusses principles like cognitive principles, affective principles and linguistic principles. Finally, it briefly introduces some other teaching methods like community language learning and total physical response.
The document discusses several factors that can affect second language learning, including intelligence, aptitude, personality, motivation, learner preferences/styles, and age of acquisition. Regarding intelligence, different types exist (e.g. linguistic, logical) and it may correlate more with rule-based learning than communicative skills. Aptitude predicts future achievement and includes abilities like sound identification and grammar rule inference. Personality's role is unclear but extroversion and risk-taking may help, while inhibition hinders pronunciation. Motivation can be intrinsic or extrinsic/instrumental, and identity/attitudes also influence learning. Learner styles include visual/auditory preferences and field independence/dependence in processing information.
The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
The document discusses factors that influence language learning motivation and strategies for maintaining learner motivation. It addresses how motivation can be intrinsic or extrinsic, and factors like goals, social influences, curiosity and the teacher's role in building motivation. It also discusses giving learners a sense of achievement, agency and control over their learning to sustain motivation. Cultural differences in motivational approaches are noted between countries.
Students’ Perceptions of Grammar Teaching and Learning in English Language Cl...iosrjce
The use of grammar teaching in the field of second language acquisition has been extensively
studied, but there is a lacuna in the literature, regarding the students’ perception of its importance. To
investigate this aspect, the study was conducted on a group of 15 students studying in Semester Five, in the
English Language Department of Misurata University, Libya. The students were interviewed in groups of three
with nine specific questions, and the responses were audio-taped and transcribed verbatim. The findings
revealed that although they all came from the same cultural, linguistic and educational backgrounds, they had
different perceptions regarding the form focused instruction of grammar. The information gathered is of
considerable significance to ESL teachers who intend to meet students’ needs as well as reduce conflicts caused
by different perspectives between teachers and students regarding whether or not grammar teaching should be
encouraged in the classroom.
Explicit and implicit grammar teachingismail çakır
This document discusses explicit and implicit grammar teaching. It defines explicit teaching as focusing on language forms and rules, while implicit teaching involves unconscious learning without being taught rules. Both have pros and cons. The document also discusses deductive vs inductive instruction, the role of age and individual differences, findings from previous related studies, and the differences between focus on form vs focus on forms approaches.
The document provides a historical overview of several methods and approaches that have been used to teach English as a second or foreign language over time. It discusses the grammar-translation method, the direct method, the audio-lingual method, suggestopedia, the silent way, total physical response, and the communicative approach. Each method is summarized in terms of its underlying principles and assumptions about language learning.
The document discusses deductive and inductive approaches to grammar teaching. It begins by defining grammar teaching and outlining its importance. Next, it reviews the historical background of grammar instruction and the place of grammar in different language teaching methods. It then distinguishes between explicit and implicit grammatical knowledge. Finally, the document describes the deductive approach, which presents rules before examples, and the inductive approach, which presents examples before inferring rules. Both approaches have advantages and disadvantages for learners.
Deductive and inductive_grammar_teaching-libreAlrasheed Eisa
This document discusses deductive and inductive approaches to grammar teaching. It defines grammar teaching as any instruction that draws learners' attention to grammatical forms to help them understand, process, and internalize those forms. Grammar teaching can involve presenting rules, guided practice, discovery learning from examples, or corrective feedback. The document also outlines the historical debates around focusing on grammar versus communication in language teaching. Finally, it distinguishes between explicit grammatical knowledge that is consciously learned and implicit knowledge internalized through exposure and practice.
This summary provides an overview of recent developments in research on teaching grammar:
1) With the rise of communicative language teaching, the role of explicit grammar instruction was downplayed. However, recent research demonstrates the need for formal grammar instruction for learners to develop accuracy.
2) The chapter examines two issues: whether grammar teaching makes a difference, and what types of grammar teaching facilitate learning. It reviews research on integrating formal instruction with communicative activities.
3) While some arguments were made against teaching grammar, current research supports the role of grammar instruction. Noticing grammar helps learning, learners have developmental sequences, meaning-focused teaching is insufficient, and studies show instruction's positive effects on accuracy.
This document discusses the use of lecture as a teaching strategy for language classes. It argues that lecture is a dominant method used in Pakistani colleges but has limitations for teaching English as a language. While lecture is effective for content-based subjects, it is problematic for language classes because it does not promote active student participation or development of communication skills. The document reviews literature on different teaching methods and finds inconclusive evidence about the superiority of any single method. It concludes that lecture can be improved through innovative techniques and technologies, but may not be optimal for developing language proficiency.
The document discusses vocabulary instruction for students taking Intensive English Courses at a university. It notes that students struggle with vocabulary which affects their reading comprehension, paraphrasing, and summarizing abilities. The document then reviews literature on the importance of vocabulary for reading comprehension, the kinds of reading needed for vocabulary growth, and effective instructional methods for vocabulary development. Research shows direct instruction of necessary words, multiple exposures, contextual learning, and active engagement are most effective. Both incidental and intentional learning are important.
Language teaching approaches are dynamic and constantly evolving. Over the 20th century, the field of English language teaching (ELT) experienced many paradigm shifts with new methods emerging every decade. Recent trends in ELT include a movement towards more learner-centered and cooperative approaches, incorporating theories like multiple intelligences, as well as a focus on developing learner independence through strategy training. ELT practitioners now emphasize sharing experiences through networking, engaging in reflective practice, and adapting instruction to local contexts over rigidly following prescribed methods.
The document discusses the role of syllabus and curriculum in language teaching. It explains that a syllabus outlines the sequence and content of a language program and how learning will be delivered. Syllabuses can range from simply listing textbooks to more detailed plans including tests, objectives, materials and assignments. Some syllabuses focus on sequencing grammatical elements from simple to complex, while others are organized around communicative functions. Notional-functional syllabuses group language by pragmatic functions rather than form. The audiolingual method, influenced by behaviorism, aimed for quick results through pattern drills but was criticized for not developing long-term communicative ability.
This study examined the effects of context-clue vocabulary instruction versus traditional word-list instruction on 24 advanced 10th grade students over nine weeks. While test scores did not significantly differ between the two methods, other data like student surveys and writing samples showed students had a preference for and better incorporated words learned through context clues. Context-clue instruction involves analyzing clues in sentences to determine word meanings, and previous research found it led to higher retention and usage of vocabulary words than isolated word-list learning. The study aimed to determine if context-clue instruction could help students learn and apply new vocabulary better.
This document discusses bringing discourse analysis into the language classroom. It makes three main points:
1. Discourse analysis requires a change in perspective from language as an autonomous system to language as a means of communication. This reflects how language is studied in linguistics.
2. There are three premises to consider when bringing discourse analysis to the classroom: a) communicative competence, b) the role of context and language variation, and c) the negotiation of intentions and interpretations in communication.
3. Developing learner awareness of discourse involves reflecting on appropriate language use based on context rather than just form. This requires reexamining traditional teaching methods.
This document discusses bringing discourse analysis into the language classroom. It makes three key points:
1) Discourse analysis requires a change in perspective where communication, not just language, is the focus of study. This reflects how language is actually used.
2) There are three premises to consider when bringing discourse analysis to the classroom: a) communicative competence, b) considering context, language variation and real data, and c) the negotiation of intentions and interpretation.
3) Specific concepts from discourse analysis can be introduced to help students reflect on discourse and communication, and guidelines are provided for designing a language syllabus with a discourse-based approach.
1. The study investigated the effect of teachers using current issues of interest in English classes on students' vocabulary achievement in reading comprehension. It hypothesized that using awareness of current issues positively influences vocabulary learning.
2. The study was conducted on male and female university students in Iran majoring in non-English subjects. Students in the experimental group were taught using current issues while the control group was taught normally.
3. Preliminary results showed that students who were taught using current issues of interest performed better on vocabulary tests than those in the control group, supporting the hypothesis that incorporating current issues enhances vocabulary learning.
This annotated bibliography examines research on the role of grammar instruction in second language classrooms. It first discusses Krashen's view that explicit grammar teaching is unnecessary as comprehensible input alone is sufficient for acquisition. It then summarizes several key studies that challenge this view by finding positive effects of grammar instruction on learners' noticing, accuracy and acquisition of grammatical structures. The studies investigated the impact of consciousness-raising tasks, formal lessons, focus on form, and different conditions of exposure on learning grammatical morphemes. Overall, the research suggests that grammar instruction can help improve learners' linguistic performance and affect how they process and use the target language.
The influence of pronunciation learningJoyce Nguyen
This study examined the relationship between English learners' use of pronunciation learning strategies and their ability to perceive and produce English vowels. 63 first-year English students completed a pronunciation test and questionnaire on strategy use. The results showed a significant positive relationship between strategy use and production of English vowels, suggesting that strategy instruction could help students improve pronunciation skills.
The document discusses the history and evolution of language teaching methodology over the 20th century. It begins by explaining how the concept of systematic language teaching methods emerged. It then defines methodology and distinguishes between methods and approaches. Several influential methods from the mid-20th century are described, including Situational Language Teaching, Audio-Lingualism, and Communicative Language Teaching. The document concludes by speculating about potential future directions for language teaching methodology.
Pe essay the_teaching_of_language_lesson_planning_and_syllabus_designhridoy007
1. Over time, the methods used to teach foreign languages in schools have changed and evolved. Originally, Latin was commonly taught, but then French, English, and Italian gained popularity. The traditional grammar-translation method focused on analyzing works through grammar and translation.
2. Later, the direct method emerged, presenting language in a naturalistic way like a first language through oral interaction and everyday words. Still, balancing oral and written aspects proved difficult.
3. The audio-lingual method focused on grammar structures through stimulus-response drills in language labs, but students struggled to apply the classroom lessons to real communication.
4. Most recently, the communicative approach combines language skills and sociolinguistics
The document discusses Task-Based Language Teaching (TBLT), an approach to language instruction centered around the use of tasks. Some key points:
- TBLT uses tasks as the core unit of planning and instruction, drawing on principles of Communicative Language Teaching. Tasks involve real communication and using language for meaningful purposes.
- A task is an activity or goal carried out using language. Examples include problem-solving, decision-making, information sharing. Tasks can be designed based on real-world or pedagogical needs.
- Proponents argue tasks provide better opportunities for language learning than traditional form-focused instruction. Tasks require negotiation of meaning and meaningful communication.
- The teacher
The document summarizes a research article about teacher beliefs and practices regarding grammar instruction. It begins by noting that while communicative approaches are emphasized in curriculums, teachers often still use traditional grammar-focused methods. The study investigated 108 Turkish English teachers' beliefs and practices. It found that teachers predominantly use a focus-on-forms approach, contradicting curriculum goals and theory. Pre-service education had little impact on teachers' beliefs and practices. The study suggests teacher education should address grammar instruction methods to help teachers feel more comfortable with communicative approaches.
Similar to Teaching Grammar to Adult English Language Learners (20)
Teaching Grammar to Adult English Language Learners
1. Teaching Grammar to Adult English Language Learners:
Focus on Form
Amber Gallup Rodríguez, Center for Applied Linguistics
April 2009Brief
Center for Applied Linguistics
4646 40th Street NW
Washington, DC 20016-1859
Background on Adult Learners
Adult education programs serve both native English speak-
ers and learners whose first, or native, language is not Eng-
lish. Native English speakers attend adult basic education
(ABE) classes to learn basic skills needed to improve their
literacy levels and adult secondary education (ASE) classes
to earn high school equivalency certificates. Both ABE and
ASE instruction help learners achieve other goals related
to job, family, and further education. English language
learners attend English as a second language (ESL), ABE, or
workforce preparation classes to improve their oral and lit-
eracy skills in English and to achieve goals similar to those
of native English speakers.
Audience for This Brief
This brief is written for teachers, program administrators,
education researchers, and policy makers to provide infor-
mation on evidence-based strategies for teaching grammar
to adult English language learners through focus on form.
www.cal.org/caelanetwork
Introduction
Many adult English language learners place a high value on
learning grammar (Ikpia, 2003). Perceiving a link between
grammatical accuracy and effective communication, they
associate excellent grammar with opportunities for employ-
ment and promotion, the attainment of educational goals, and
social acceptance by native speakers. Reflecting the disagree-
ment that was once common in the second language acquisi-
tion research, teachers of adult English language learners vary
in their views on how, to what extent, and even whether to
teach grammar. Indeed, in popular communicative and task-
based approaches to teaching, the second language is viewed
primarily as “a tool for communicating rather than as an
object to be analyzed” (Ellis, 2008, p. 1). Nonetheless, most
research now supports some attention to grammar within a
meaningful, interactive instructional context.
This brief begins with a brief history of grammar instruction
in the United States, including the shift from explicit to implicit
approaches. It then describes the contemporary approach,
called focus on form, and explores the reasons and research-
based evidence for drawing learners’ attention to language
structure while they remain focused primarily on meaning.
Next, it offers examples of instructional activities that can help
raise learners’ awareness of grammar. It concludes with sugges-
tions about areas for future research within the focus-on-form
movement.
The Evolution of Grammar Instruction
The debate over the place of grammar in instruction has played
a dominant role in the history of language teaching. For much
of the previous century, the debate revolved around the ques-
tion of whether grammar instruction helped learners gain
proficiency in a second language. The many answers to this
question could be placed along a continuum with extremes at
either end (Gascoigne, 2002). At one end are highly explicit
approaches to grammar teaching, and at the other end lie
implicit approaches that eschew mention of form.
Hinkel (2002) provides a concise history of grammar instruc-
tion in language teaching, which is summarized here. The list
of historical approaches to grammar instruction is long, though
certain approaches are noted for their influence. One of the
earliest of these, the grammar translation approach, was charac-
terized by rote memorization of rules and an absence of genuine
communicative activities. Around the turn of the 20th century,
linguists’ structural descriptions of world languages, combined
with behaviorist psychology, gave rise to the direct method.
Proponents of this method believed that students should learn
a second language in the same way that they learned their first;
grammar was acquired through oral practice, drills, and repeti-
tion, not through memorization and written manipulation of
explicit rules. Nevertheless, language learning was still ordered
around structural principles. Audiolingualism was another
structural method that shared this implicit orientation toward
grammar. By the 1960s, cognitive approaches to instruction had
gained popularity. Inspired by Chomsky’s theory of univer-
sal grammar and the resulting emphasis on syntax, cognitive
approaches represented a shift back to more explicit grammar
instruction. However, the pendulum swung again toward the
implicit in the 1970s with the advent of humanistic approaches,
particularly communicative language teaching. These approaches
emphasized meaningful interaction and authenticity in learn-
ing activities and held that communication should be the goal
of instruction. Grammar was not explicitly taught; proponents
instead believed that accuracy would be acquired naturally over
time. (See Gascoigne, 2002, for a full discussion of the explicit/
implicit grammar debate.)
Contemporary research on the merits of the implicit and
explicit approaches described above has led to the consensus
that an exclusive emphasis on either extreme impedes adult
learners’ acquisition of English. While the inadequacies of a
traditional focus on language structure alone are well docu-
mented (Green & Hecht, 1992; Long, 1991; Winitz, 1996),
the drawbacks of a strictly communicative approach have also
been noted (Norris & Ortega, 2000; Scott, 1990; Skehan, 1996).
Indeed, experienced language teachers have long recognized
the benefits of the judicious use of error correction, repeti-
tion, and even drills in the classroom (Poole, 2005b). Gass and
Selinker (2008), drawing on a large body of research, asserted
that complex forms cannot be acquired by processing meaning-
ful input alone. Ellis (1996) suggested that advanced speaking
and writing proficiency, necessary for achievement of students’
academic and vocational goals, may require explicit form-
focused instruction. Moreover, studies on the practices and
2. 2
attitudes of teachers (Borg & Burns, 2008; Farrell & Lim, 2005)
and students (Ikpia, 2003; Manley & Calk, 1997; Paraskevas,
1993) suggest that both groups are favorably disposed to some
element of explicit grammar instruction in the classroom.
These findings and others set the stage for the current focus-
on-form movement.
Focus on Form in Instruction
Ellis (2001) defines focus on form as “any planned or inci-
dental instructional activity that is intended to induce lan-
guage learners to pay attention to linguistic form” (pp. 1-2).
This attention to form should take place within a meaningful,
communicative context, making it an extension of communi-
cative language teaching, not a departure from it.
Instructors encourage learners to focus on form in several
ways. Focus on form may be planned and focused on pre-
selected structures, or it may be incidental, arising spontane-
ously at any point in a communicative activity. Teachers might
design a task to encourage learners to notice forms in the input
(e.g., prepositions of location such as in, on, under), or they
might explicitly teach these forms and provide opportunities
for meaningful practice. Focus on form may be reactive, includ-
ing explicit corrections to student language; recasts (saying
what students have said, but differently); clarification requests;
and other types of feedback. Focus on form is most frequently
teacher-initiated, but it is also initiated by learners through
questions and requests for explanation (Poole, 2005b).
Although second language acquisition research has not
definitively answered many important questions regarding
form-focused instruction, studies have provided promising
evidence that focus on form is correlated with more acquisi-
tion of new grammar and vocabulary than non-form-focused
approaches. Ellis, Basturkmen, and Loewen (2001) found that
learners who engaged in communicative, focus-on-form activi-
ties improved their grammatical accuracy and their use of new
forms. Loewen (2002) found that short episodes of corrective
feedback correlated with higher rates of correctness on subse-
quent tests. Some empirical studies have found that various
focus-on-form techniques (discussed below) have led to more
accurate use of target structures (Camhi & Ebsworth, 2008;
Doughty & Verela, 1998; Jourdenais, Ota, Stauffer, Boyson,
& Doughty, 1995; Loewen, 2005; Williams & Evans, 1998). A
synthesis of the findings from a large review of research on the
needs of English language learners suggested that they learn
best with instruction that combines interactive approaches
with explicit instruction (Goldenberg, 2008).
Instructors should consider learners’ developmental readi-
ness when deciding whether a focus-on-form approach is
appropriate in a given context. Since learners with low literacy
often struggle to comprehend form in their first language, it is
not advisable to teach them grammar in the second language
until they have advanced into higher stages of literacy. It has
also been suggested that focus on form should not be initi-
ated with beginning learners (Ellis, 2006; Spada & Lightbown,
1999). Instead, learners should be encouraged to attend to form
only after they have acquired basic structures and vocabulary
and have developed a basic ability to communicate. Yet, Spada
and Lightbown found that even in cases where learners are not
developmentally ready to learn a form, intensive focus-on-form
instruction can help them learn other structures that are associ-
ated with the target form. For example, learners who may not
be ready to fully acquire the comparative structures in English
(e.g., That cat is smaller than this cat; That book is more inter-
esting than this book) could still begin to use and pronounce
the comparative suffix –er and the comparative word more plus
adjective. Conversely, advanced learners with academic goals
may benefit from a more explicit approach, especially when
learning complex structures and concepts (Andrews, 2007).
An instructor must also consider learners’ needs and inter-
ests in identifying the best way to draw their attention to a form
and practice using it in a meaningful context. For example, in
an ESL class for landscaping workers at an intermediate level of
proficiency, an oral work report given at the end of a shift (e.g.,
“I mowed the lawn, then I weeded the flower beds”) could be
used to focus students’ attention on the formation of the past
tense. Finally, a focus-on-form approach may be more difficult
to use in programs in which teachers are obligated to strictly
follow mandated curricula or in which class sizes are too large
to allow much individual feedback (Poole, 2005a).
Instructional Activities
Several strategies for integrating form and meaning in instruc-
tion have been presented in the literature. In fact, the implicit-
explicit continuum persists within the body of techniques
used to draw learners’ attention to form. One of the more
implicit techniques, the input flood, presents students with
a text that contains many instances of the target form, with
the expectation that students will notice it. In the technique
known as input enhancement, forms are highlighted with dif-
ferent colored inks, bold lettering, underlining, or other cues
intended to raise students’ awareness of a structure. Fotos
(2002) describes an implicit structure-based task in which stu-
dents compared two cities. Pairs of students told each other
about features of familiar cities and recorded the informa-
tion on task sheets. They were then instructed to write sen-
tences comparing the cities according to the features they had
described (e.g., “New York is bigger than Washington, DC”).
Students were not explicitly taught comparative structures at
any point during the task, but they had to use comparative
forms to complete it. Afterwards, their instructor taught a
lesson on comparatives, and students rewrote incorrect sen-
tences, did more production exercises, and read stories that
contained frequent instances of the comparative form.
Explicit techniques include consciousness-raising tasks, during
which learners are encouraged to determine grammar rules from
evidence presented, and the focused communicative task (Ellis,
2001, p. 21), which is designed to bring about the production
of a target form in the context of performing a communicative
task. The latter task is designed in such a way that the target
feature is essential to the performance of the task. For example, a
task might require one student to give another student detailed
instructions for the creation of an origami bird. The first student
will likely feel a need to use adverbs such as first, now, then, and
next to talk the second student through the sequential steps of
the task. Error correction strategies are another way to explicitly
focus on form within a primarily meaning-focused activity, in
that they help learners notice differences between their produc-
tion and the target (Doughty & Williams, 1998). Among these
strategies, the garden path technique (Tomasello & Herron, 1988,
p. 244) introduces a grammatical rule and then leads learners
into situations in which they may overgeneralize, so they can
3. 3
consider the correct form. Nation & Newton (2008, p. 140) give
the following example of a typical garden path technique:
Teacher: Here is a sentence using these words: think and
problem. I thought about the problem. Now you
make one using these words: talk and problem.
Learner: We talked about the problem.
Teacher: Good. Argue and result.
Learner: We argued about the result.
Teacher: Good. Discuss and advantages.
Learner: We discussed about the advantages.
Teacher: No. With discuss we do not use about.
In the example above, the student is corrected and thereby
is made aware of the exception to the grammatical rule. Celce-
Murcia (2007) suggests that, instead of creating grammar
correction exercises using decontextualized sentences from
learners’ writing, teachers should create short texts that include
common error types made by students in their writing. Students
can work together to edit the more authentic texts, which helps
them learn to correct their own work more successfully.
Although much second language acquisition research has
centered on awareness-raising and noticing activities like those
described above, there are focus-on-form grammar production
activities as well. Larsen-Freeman (2003) discusses and gives
examples of the following techniques. Collaborative dialogues
(pp. 94-95) are conversations in which students work together
to discuss and use a new form, constructing a sentence together.
Another technique, prolepsis (pp. 95-96), is an instructional
conversation that takes place between a teacher and a student.
The teacher coaches the student through the process of writing
or saying something in English, perhaps incorporating the use
of a new form. In the following example of a proleptic conver-
sation, a teacher (T) talks with a student (S) at a low intermedi-
ate level who is writing a description of an important event in
her past.
(S writes “My baby was angry.”)
T: Oh, she was angry. And then?
S: I pick her up, but she cry.
T: I see. Why don’t you write it down?
S: I can say it, but I don’t write.
T: Just try it. Write what you know.
(S writes “She cry.”)
T: Good. Ok, cry when? Now?
S: No, she cried.
T: Yes. Go ahead and write it. I’ll help.
(S writes “She cryed.”)
T: Right. But remember what happens to the “y”?
(S erases “cryed” and writes “cried.”)
T: Right. What happened then?
In the conversation above, both teacher and student are
engaged in the story. The teacher directs the student to focus
also on the formation of the past tense but does not simply tell
her to use the past tense form of cry, nor does she tell her how
to spell it. In other words, the teacher defines the parameters of
the problem for the student but encourages her to come to the
answer on her own.
The language experience approach (Larsen-Freeman, 2003, p.
96) is a technique in which learners dictate to the instructor,
in English, something they would like to be able to say. The
instructor then writes students’ messages in correct, gram-
matical English and gives them to the students. For example,
a student might say or write, “I late the work for the bad traf-
fic.” The teacher would write the sentence as, “I was late for
work because traffic was bad.” With the corrected text in hand,
students have the opportunity to compare what they said or
wrote with the correct form of the messages they wished to
convey, ask questions, and learn.
Areas for Further Research
As the focus-on-form movement has taken shape, the debate
among instructors and researchers has undergone a funda-
mental shift. The question is no longer whether explicit gram-
mar instruction helps learners gain proficiency in English,
but rather how this approach can best be accomplished. A
number of interesting questions about focus on form have yet
to be addressed. Some questions have to do with the timing of
focus on form. How should attention to form and meaning-
ful interaction be ordered in the adult ESL classroom? When
in the syllabus should it be introduced (Doughty & Williams,
1998)? Should focus on form precede interactive activities,
or vice versa? How do learner characteristics such as educa-
tional background, goals, and levels of literacy and oral pro-
ficiency affect their readiness and ability to attend to form
(Poole, 2005b)? Though these questions continue to point to
the need for further research, an empirical study by Andrews
(2007) suggests that forms to be focused on do not have to be
sequenced by complexity in order to be learned, nor do they
have to match learners’ proficiency levels.
Other questions revolve around which forms to focus on and
to what extent. Which forms lend themselves to focus on form
in instruction, and which do not? A case study in an English as
a foreign language class, conducted by Farrokhi, Ansarin, and
Mohammadnia (2008), found that students across proficiency
levels tended to focus more on vocabulary than on other forms
and suggested that instructors consider spending more time
directing student attention to grammar and pronunciation.
Poole’s (2005b) similar findings prompted him to suggest that
a form-focused approach was more useful for vocabulary devel-
opment than for grammatical development. The question may
be, then, how can teachers encourage students to focus more
frequently on grammatical form?
What is the optimal balance between focus on form and
focus on meaning? It is possible that planned rather than reac-
tive focus on form demonstrates to learners that the instructor
is concerned more with form than with meaning. Ellis (2008)
suggests that intensive, pre-planned focus on form can be time
consuming and result in focusing on fewer structures, while a
reactive or incidental focus allows for the targeting of many
different linguistic forms as the need arises.
The answers to these questions promise to provide new
instructional direction for teachers on helping adult learners
give attention to both the meaning and the forms of language.
4. This publication was prepared with funding from the U.S. Department of Education, Office of Vocational and Adult Education, under contract No. ED-07-CO-0084. The opin-
ions expressed herein do not necessarily reflect the opinions or policies of the U.S. Department of Education. This document is in the public domain and may be reproduced
without permission.
Conclusion
Recent focus on communicative instruction has at times
resulted in explicit grammar instruction playing a limited
role in adult education. However, the research on second lan-
guage acquisition and focus on form in instruction supports
approaches like those described in this brief. To help learners
improve their grammatical accuracy, instructors should embed
explicit focus on form within the context of meaningful learn-
ing activities and tasks that give learners ample opportunities
for practice.
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