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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/Bg7V7


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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

Write

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/Bg7V7


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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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