Grammar
Can be acquired naturally from meaningful input and opportunities to interact in the classroom
Input hypothesis and the notion of intake: Learners receive information about language from a variety of sources
Noticing: Learners pick out specific features of the language and pay attention to them.
*Relates to the learner's common sense about basic functions of language
Reasoning deductively: Learners apply rules they already know to working out the meaning of what they hear or to the formulation of what they want to say
Analysing contrastively: A learner may compare the first and second language and work out their similarities and differences
Translating: Using English as a meta-language for getting the ideas straight on the structure and semantic range of the Foreign Language
Transferring: Ss apply knowledge of one language to the understanding or production of another
Errors are systematic and are the outward sign of an internally developing system of grammar
Automatizing: Learner can achieve regular and consistent responses in conversation to a certain type of input
Intake and eventual automatization will only occur as and when ss are ready
Implicit grammatical knowledge: Intuitive knowledge of grammar which develops in the same way as it does in young children acquiring their first language
Explicit knowledge: Can help learners to appreciate the gap that exists between the language which they and other ss produce and native speaker forms
Focus on grammar and the explicit learning rules can facilitate and speed up the grammar acquisition process
Linking signals: Singposts which signal what comes next
Linking constructions: Conjunctions used to co-ordinate and subordinate clauses
General purpose links: Participle and verbless clauses
Substitution and omission: Use of pronouns to refer back to noun phrases
Presenting and focusing information : The way in which we create contrastive focus in spoken language by using stress
Order and emphasis: Variations in presenting information in order to create emphasis
Pragmatics Ways in which we interpret the meanings of spoken or written language from the words spoken
Communicative ability involves knowing the different styles available
Order of presentation : Which forms of the item to teach and in what order, and in which forms to leave for the recycling stages
Use of terminology: Having a metalanguage may be useful for advanced learners particularly in discussing errors in writing or in helping them to understand difficult semantic relations
Degree of explicitness:Learners are engaged in raising their own awareness of how language works
Grammar consciousness-raising tasks can promote significant gains in acquiring the target grammatical structure.
There are patterns in the English language within which words typically occur
Presentation: To present new language in context so the meaning is clear
Practice: To help ss memorize the form
Production: To reduce control and encourage ss to find out what they can do
Learning grammar is a lot simpler than learning a language
Comprehensibility/ Acceptability