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    Back To Basics? Alternatives For Grammar Instruction: Dubai Discussion

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    Chris Morrow
    This document discusses different approaches to grammar instruction. It describes three types of form-focused instruction: direct focus-on-form, planned focus-on-form, and incidental focus-on-form. Research shows that explicit instruction is generally more effective than implicit instruction, and that focus on form approaches can be as effective as focus on forms. The document considers questions around which grammatical structures to teach, the sequence of instruction, balancing meaning and form, and how much explicit knowledge is needed.

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    Back To Basics? Alternatives For Grammar Instruction: Dubai Discussion

    Uploaded by

    Chris Morrow
    25 views27 pages
    This document discusses different approaches to grammar instruction. It describes three types of form-focused instruction: direct focus-on-form, planned focus-on-form, and incidental focus-on-form. Research shows that explicit instruction is generally more effective than implicit instruction, and that focus on form approaches can be as effective as focus on forms. The document considers questions around which grammatical structures to teach, the sequence of instruction, balancing meaning and form, and how much explicit knowledge is needed.

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    Gram Forum Full1

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    This document discusses different approaches to grammar instruction. It describes three types of form-focused instruction: direct focus-on-form, planned focus-on-form, and incidental focus-on-form. Research shows that explicit instruction is generally more effective than implicit instruction, and that focus on form approaches can be as effective as focus on forms. The document considers questions around which grammatical structures to teach, the sequence of instruction, balancing meaning and form, and how much explicit knowledge is needed.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pptx, pdf, or txt
    25 views27 pages

    Back To Basics? Alternatives For Grammar Instruction: Dubai Discussion

    Uploaded by

    Chris Morrow
    This document discusses different approaches to grammar instruction. It describes three types of form-focused instruction: direct focus-on-form, planned focus-on-form, and incidental focus-on-form. Research shows that explicit instruction is generally more effective than implicit instruction, and that focus on form approaches can be as effective as focus on forms. The document considers questions around which grammatical structures to teach, the sequence of instruction, balancing meaning and form, and how much explicit knowledge is needed.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
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    of 27

    Back to Basics?

    Alternatives for Grammar Instruction


    Click to edit Master subtitle style Moderator:

    Dubai Discussion

    Christopher Morrow UAE University http://Goo.gl/Bg7V7

    5/22/12

    5/22/12

    5/22/12

    What are Your Best Grammar Teaching Practices? Who do you teach? What is the goal?

    Performance target

    How are form and meaning mixed? Intervention when, how, 5/22/12 etc.?

    Aspects of Grammar Instruction

    Form

    Making the structure

    e.g., getting the right auxiliary verb

    Meaning

    Understanding the structure

    Present perfect distant, recent, OR including now?

    Use
    Passive 5/22/12

    voice for impersonal, academic

    Listen

    Read

    Speak Write
    5/22/12

    Listen

    Implicit Knowledg e
    [Meaning]

    Read
    it li c

    Speak

    p rm] Ex[Fo

    Write
    5/22/12

    Listen

    Implicit Knowledg e Speak


    xp E

    Read
    t ci li

    Write
    5/22/12

    Two Types of Knowledge


    Implicit Explicit

    Understood consciously Unconscious/


    preconscious Analyzed, systematic Gained by input, exposure (many Exact definitions random examples) Rule-based competence Available for fluent use Not available for fluent use Contextualized Less contextualized E.g.- song lyrics

    5/22/12

    Listen

    Implicit Knowledg e Speak


    xp E

    Read
    [Noticing]

    t ci li
    Direct Grammar Instruction

    Write
    5/22/12

    [Hypothesizi

    Acquire or Teach?

    Implicit Explicit

    Rules Needed? Embedded Patterns Passive the/a Articles voice Relative clauses Plural s Past tense modals Subject Verb Object Indirect questions / Explicit? Prepositions Implicit
    Negation
    5/22/12

    Listen

    Implicit Knowledg e Speak


    xp E

    Read
    t ci li
    Direct Grammar Instruction

    Write
    5/22/12

    Right vs. wrong?


    Completely wrong Wrong, but communicative / appropriate Minor formal errors Possible, but not appropriate Correct, but not the only possibility Correct, the only

    5/22/12

    Three Types of FormFocused Instruction


    Type 1: Direct Focus-on-FormS Focus-on-Form

    Brief comments in meaningful contexts


    Type 2: Planned Type 3: Incidental

    From: Ellis, R. (2001). Introduction: Investigating 5/22/12 form-focused instruction. Language Learning, 51(s1),

    Type 1: Direct Focus-onFormS


    Type 1: Focus-on-FormS

    Purpose focus learners attention on a specific

    form intensively. >>deductive presentation (didactic) Explain the rule >>inductive presentation (discov5/22/12 ery)

    Type 2: Planned Focuson-FormS


    Enriched input Invite learners to focus on meaning in 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 5/22/12

    Type 3: Incidental Focuson-Form

    Pre-emptive focus-on-form

    during communicative activity initiate attention to a form that is perceived to be problematic even though no production error or no difficulty.

    Reactive focus-on-form. providing implicit / explicit negative feedback


    5/22/12

    Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language learning, 50

    Comparing effects of different types of grammar instruction in 55 studies


    (3), 417528.

    L2 instruction results in large gains explicit > implicit focus on formS = focus on form

    5/22/12

    Average Effect Sizes


    Focus on FormS (planned) Focus on Form Avg.
    5/22/12

    Explici Implici Avg. t t 1.08 .31 .93


    N=29 N=8

    1.22
    N=18

    .69
    N=11

    1.00

    1.13

    .53

    .96

    Who do you teach? What is the goal?

    What are Your Best Grammar Teaching Practices?

    Comprehension Passive recognition of correct forms (MCQ) Production controlled or free?

    How are form and meaning mixed? Intervention when, how, etc.?
    5/22/12

    http://Goo.gl/Bg7V7

    5/22/12

    5/22/12

    Lightbown, P. M. (2000). Anniversary article. Classroom SLA research and second language teaching. Applied linguistics, 21(4), 431462.

    5/22/12

    5/22/12

    Traditional - Focus on FormS


    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 is necessary and helpful? Exceptions 5/22/12 too?

    Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language learning, 50

    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 n Effect Size

    (3), 417528.

    5/22/12

    5/22/12

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