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7/31/2019 Gram Forum Full1
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Dubai Discussion
Back to Basics?Alternatives for
Grammar InstructionModerator:Christopher MorrowUAE Universityhttp://Goo.gl/Bg7V7
http://goo.gl/Bg7V7http://goo.gl/Bg7V77/31/2019 Gram Forum Full1
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a are our esGrammar Teaching
Practices? Who do you teach?
What is the goal?
Performance target
How are form and meaningmixed?
Intervention when, how,
etc.?
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Aspects of GrammarInstruction
Form
Making the structure
e.g., getting the right auxiliary verb Meaning
Understanding the structure
Present perfect distant, recent, OR includingnow?
Use
Passive voice for impersonal, academic
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Listen
Read
Speak
Write
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Listen
Read
Speak
Write
ImplicitKnowledg
e[Meaning]
Explicit
[Form]
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Listen
Read
Speak
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Implicit
Knowledge
Explicit
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Two Types of Knowledge
Implicit
Unconscious/
preconscious Gained by input, exposure (many
random examples)
Available for fluent use Contextualized
E.g.- song lyrics
Explicit
Understood consciously
Analyzed, systematic Exact definitions
Rule-based competence
Not available for fluent use
Less contextualized
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Listen
Read
Speak
Write[Hypothesizi
Implicit
Knowledge
Explicit
DirectGrammarInstruction
[Noticing]
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Acquire or Teach?
Implicit
Embedded Patterns
Articles the/a Plural s
Subject Verb Object
Prepositions
Explicit
Rules Needed?
Passive voice Relative clauses
Past tense modals
Indirect questionsImplicit / Explicit?Negation
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Listen
Read
Speak
Write
Implicit
Knowledge
Explicit
DirectGrammarInstruction
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Right vs. wrong?
Completely wrong
Wrong, but communicative /
appropriate Minor formal errors
Possible, but not appropriate
Correct, but not the onlypossibility
Correct, the only
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Three Types of Form-Focused Instruction
Type 1: Direct Focus-on-FormS
Focus-on-Form
Brief comments in meaningfulcontexts
Type 2: Planned
Type 3: Incidental
From: Ellis, R. (2001). Introduction: Investigatingform-focused instruction. Language Learning, 51(s1),
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Type 1: Direct Focus-on-FormS
Type 1: Focus-on-FormS
Purpose focus learners attentionon a specific
form intensively.
>>deductive presentation (didac-
tic) Explain the rule
>>inductive presentation (discov-
ery)
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Type 2: Planned Focus-on-FormS
Enriched input
Invite learners tofocus on meaningin order to induce noticing
Example highlight verb endings
Van Patten Input processing
Focused communicative tasks Successful communication almost
requires use of new form in the
models
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ype : nc en a ocus-on-Form
Pre-emptive focus-on-form
during communicative activity
initiate attention to a form that is per-ceived to be problematic even thoughno production error or no difficulty.
Reactive focus-on-form.
providing implicit / explicit negativefeedback
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, . ., , . .Effectiveness of L2 instruction: A
research synthesis and quantitativemeta-analysis.Language learning, 50
(3), 417528. Comparing effects of different
types of grammar instruction in55 studies
L2 instruction results in large gains
explicit > implicit focus on formS = focus on form
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Average Effect SizesExplici
tImplici
tAvg.
Focus onFormS
(planned)
1.08
N=29
.31
N=8
.93
Focus on
Form
1.22
N=18
.69
N=11
1.00
Avg. 1.13 .53 .96
a are o r es
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a are our esGrammar Teaching
Practices? Who do you teach? What is the goal?
Comprehension Passive recognition of correct forms
(MCQ)
Production controlled or free? How are form and meaning mixed?
Intervention when, how, etc.?
htt : Goo. l B 7V7
http://goo.gl/Bg7V7http://goo.gl/Bg7V7http://goo.gl/Bg7V7http://goo.gl/Bg7V77/31/2019 Gram Forum Full1
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, . . .article. Classroom SLA research andsecond language teaching.Applied
linguistics, 21(4), 431462.
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Traditional - Focus onFormS
Which structures? What sequence?
How to move gradually from
Input to output Meaning to form
Inductive to deductive
Controlled use to authentic use
How much explicit knowledge isnecessary and helpful? Exceptions
too?
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, . ., , . .Effectiveness of L2 instruction: A
research synthesis and quantitativemeta-analysis.Language learning, 50
(3), 417528. L2 instruction results in large target-oriented gains
explicit types of instruction are more effective than
implicit types focus on form interventions result in equivalent
and large effects
nEffect Size
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