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Larsen-Freeman, D. (2001) Teaching grammar. In: [Celce-Murcia,] M., ed.…
Larsen-Freeman, D. (2001) Teaching grammar. In: [Celce-Murcia,] M., ed. Teaching English as a Second or Foreign Language, 3rd ed. London: Heinle & Heinle Thomson Learning, pp. 251-266. Link Title
Introduction
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Speaking and writing accurately is part of communicative competence, just as is being able to get one's meaning across in an appropriate manner.
There are two types of approaches to language teaching: those that focus on analyzing the language and those that focus on using the language.
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Providing Feedback
Negative evidence
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gives students the feedback they need to reject / modify their hypotheses of how the target language is formed / functions
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The learning process
Learners do not learn structures one at a
time. learning is a gradual process which involved mapping of form, meaning and use; structures do not spring forth in learner's interlanguage fully developed and error-free.
Even when learner mastered a particular structures, it is uncommon to find backsliding occurring with the introduction of a new forms.
second language learner tend to rely on their knowledge and experience. they tend to make hypotheses and assumptions about how L2 works by relying on their L1.
Different learning processes are responsible
for different aspects of language. oversimplification to treat all grammar learning as resulting from habit formation or from rule formation.
The Teaching Process
Teacher tends to embrace communicatively oriented approach which focuses on communicative activity such as task/ content-based materials.
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Enhancing the input, by choosing with structural contrast or any particular structures as frequently can enhance the saliency and promote noticing.
Use a consciousness-raising task, in which it is the students' job to induce a grammatical generalization from the data they have been given.
The Garden Path Strategy, this means giving students information about structure without giving them the full picture, thus making it seem easier than it is. The reason for this partial explanation is students are more likely to learn the rules if they are corrected at the moment the error of overgeneralization occurs.
Input processing technique, it s push learners to attend to properties of language during activities where the structure is being used meaningfully.
Form
Issue
meaningless mechanical drills (repetition drills) which cause inert knowledge (knowledge remain in classroom that unable to transfer to the outside world)
How to solve
Design an activity y that encourages meaningful practice of the pattern, not verbatim repetition. students can concentrate on yes-no question because it is important for students to understand the context instead of memorizing and could not apply in their daily conversation.