grammar teaching « An A-Z of ELT - 0 views
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The actual degree of guidance can vary a lot. It might simply take the form of such attention-grabbing devices as a conspicuously frequent number of occurences of the targeted item in a text (also known as input flood), or the use of design features, such as enlarged font, to highlight the item in question (input enhancement).
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n conjunction with the question sequence, or as an alternative to it, new data may be progressively made available to the learners, challenging them to review and restructure their current state of knowledge. Indeed, Pit Corder went so far as to argue that “teaching is a matter of providing the learner with the right data at the right time” (1988, p. 33).
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typically mediated by questions, each question challenging learners to advance their understanding one further step.
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consciousness-raising (CR) – the common ground being that activities are structured in such a way as to invite learners to develop their own hypotheses about the targeted feature of the language.
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know whether inductive (or data-driven) learning has an advantage over deductive (or rule-driven) learning. Reviewing the research Ellis (2008), concludes that “a tentative general conclusion might be that deductive FFI [form-focused instruction] is more effective than inductive FFI (when both involve practice activities) but it is possible that this may in part depend on the learner’s preferred learning style” (p. 882).
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In Ellis (2002) he states that “a discovery-based approach to teaching explicit knowledge has much to recommend it” (p. 164). One reason is that, arguably, a rule that has been ‘discovered’ is more memorable than one that has simply been presented.
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Talking about grammar might be more meaningful than talking about the kinds of general topics often found in communicative language courses” (p. 165)
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Scrivener (2005) advises teachers that “guided discovery is demanding on both you and the learner, and although it may look artless to a casual observer, it isn’t enough to throw a task at the learners, let them do it and then move on. Guided discovery requires imagination and flexibility” (p. 268).