El 108 Teaching Grammar Structured Input

Processing Instruction- based on how learners interpret and process input into meaning. -classroom activities that are used in input-processing instruction are called structured input

-1. Learners provided with information about the target linguistic form or structure. -1. Referential – activities for which there is always right and wrong answer. (true or False)

-2. They are formed of the input processing strategies that may negatively affect their -2. Affective- activities that do not have any right and wrong answer. i.e agreement or
processing of the target structure. opinions

-3. The carry out input-based activities that help them understand and process the form Guidelines in Developing Structured Input activities
during comprehension.
-1. Keep meaning in focus
VanPattern-To assist the learner in making form-meaning connections during IP; it is more
-2. Present One item at a time
appropriate view as it as a type of FoF.
-3. Use oral and written input
Input Processing- strategies that learners use to link grammatical forms to their meaning
and functions. Attempts to explain how learners get form from input and how they parse -4. Move from individual sentences to connected discourse
sentence during the act of comprehension while their primary attention is on meaning.
-5. Keep learners’ processing strategies in mind
Processing- refers to mechanism used in drawing meaning from input.

Perception- refers to the registration of acoustic signals present in utterance that the
learners hear. Focus on Grammar through Textual Enhancement

Noticing- refers to the conscious registration of those forms in memory. -aims to achieve this by highlighting certain aspects of input by means of various
typographic devices.
Intake- refers to that part of the input that the learner has notices and has stored in his or
her working memory for further processing. Input Enhancement

Empirical Evidence for Processing Instruction -the process through which salience of input is enhanced is called input enhancement.
Conscious-raising (Sharwood Smith and Rutherford)

Perceptual Salience- refers to features of the target structure that are easily noticed.

-1. Explicitness- concerns the degree of directness in how the attention is drawn to form.

-2. Elaboration- the duration or intensity with which enhancement procedures take place.

a. Explicit Enhancement- may be overt form-focused intervention in which the teacher

explicitly directs learners’ attention to particular linguistic features

b. Implicit Enhancement- occurs when learners attention is drawn to grammatical forms

while their focus in on meaning.
Focus on Grammar through Discourse
-considers the meaning and use of forms within the larger discourse context.
Discourse- defined as a continuous stretch of language larger than a sentence, often
constituting a coherent unit.
Discourse competence- defined as the ability to process and create coherent discourse
Grammar as Syntax- refers to the ways in which words are arranged in a phrase, a clause, or
a sentence and the rules governing these arrangements.
Grammar as Language- refers to the ability to understand and use grammar in a
communicative discourse.
Corpus Linguistics and Focus in Grammar
-the study of language as expressed in corpora or large bodies of text.
-the collection of sampled text, written or spoken, in machine readable form which may be
annotated with various forms of linguistic information.
Essential Characteristics
-1. It is empirical, analyzing the actual patterns of use in natural test
-2. Utilizes a large and principled collection of natural text, know as “corpus” as the basis for
analysis
-3. Make extensive use of computers for analysis, using both automatic and interactive
techniques
-4. Depends on both quantitative and qualitative analytical techniques
Data-Driven Learning (DDL)- the use in the classroom of computer-generated concordances
to get students to explore regularities of patterning in the target languages, and the
development of activities and exercises based in concordance output.
Discourse Analysis (DA)- relationship between language forms and the context in which
they are used. -it aimed for investigating the nature of social interaction.
Principles and Techniques in English instruction Methods
1. Grammar/ Translation Method- read and appreciate the foreign language lit.
2. Direct Method- No translation allowed/ use of realia
3. Audio-Lingual Method- expose students to correct from of language
4. The Silent Way Method- Gattegno/point or use gestures to modify sounds
5. Desuggestopedia Method- break psychological barrier/cheerful environment
6. Community Language Learning- student to become language counselors
7. Total Physical Response- gives importance to listening comprehensions
8. Communicative Language Learning- students is expose to promising, declining
Communicative Competence- the ability to understand and use language
9.1- Linguistic- Understanding and using language vocab & conventions
9.2- Strategies- using techniques, overcome language gaps/ plan and assess
9.3- Socio-Linguistics- Awareness or social rules and language/ politeness
9.4- Discourse- understanding how ideas are connected through patterns of
organizations/ cohesive and Transmitted devices
a. Content-Based Instruction- academic subject matter/ geographic study
b. Task-Based Instruction- aims to provide learners with natural context
c. Participatory Approach- Friere /learner reflecting on their relationship to the world
d. Learning Strategy in Learning- Rubin/Nomonics strategy or memorizations
e. Cooperative Learning- learning from each other in groups/Cooperation
f. Multiple intelligence – categorize them according to their intelligences type
9. Structural Approach- grammatical rules/mastering structure, building skills
10. Natural Approach- communication through exposure
11. Functional-Notion Approach- language functions and notions
12. The Test Teach Test Approach- teacher to observe/focus on gap/maintain accuracy
13. The Series Method- Fracios Gouin-learn German through memorization