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Product and Process: Grammar in the Second Language Classroom 1. Approaches tothe teaching of grammar: prosuct and process nao akg oral (pte eran see vere tan sae an tak 2 sea se ede Prvet and Pes: Gama the one aeayace Protea ind he reve rc otro tage forthe ep Sincere eae 2. Product approaches ie Gaia eae spinon cae ag, ‘a, sven 58 Lob avets¥a i commencing star tn os vn, which rues as flows. Teaching, safeomare mente alten etantanene rete * fone ers com Dein 1 rc agg no Inder ot nce cgay cs pa ene LN so eer sand marbles pb eo em Ne ake ae pa), ma forthe ere preciso TN Ad ES mete ty roe etn om in) ee (eee te mal be oer ‘er Seem ema (oe ene» es rman of He et on Pom yang seo sei scetmanen meet (iden, 2 Ruhr etme enya rs ‘Spt fea ey le ee ae, Tce ee ten in a Prt nd Pes: Gunman te eed Laie Custaem ay Bethe new harap cicero tii mines ol poe by metal. op oc ek se te nein dyn do athe wen col eu ar pct ten pcr fa eo hope nd teat fy Sew sv angst at Sc see een, Hewes 2. Prosess teaching anda productprocess continuum oh ag i tae iy sat Eee aire acre ato have Tat deta a ae aay eae eae ‘Nefenon, 85, and essen n Mey eC ° ocd oss tn sage the ply Ss Fea eee cokes ard tang 9.92) SO ip ne hum ion. nda ea cies ie Peele sag cee Set ecme opines ees dene ae ee frowoy cara of omen teh omeey te, Sel ‘Teckel ‘eet lain tal aE dein cone) sab MEE ence {Cog th ae somae “4 Teaching grammar as grammaticisation ee os gam me sna etn Paes: Guna Sn aig Cae 4 sot sehe woking mode! of gonna, hey ed nein See ‘ater aaron es tr ep sceattrateosaceatos ins ny Siig ee entries Coe Sorter ctr haar Reape Sonora be Mrs cae She Sibir am acta hekearseomaasns 232 Grmmar and Teseirg

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