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GRAMMAR TEACHING MODELS - Coggle Diagram

- - - - Not knowing the rules of L2
      - Forgetting the rules of L2
      - Not paying attention
  - - - Perception
        
        mental organization
        
        Representation of external events
      - Noticing
      - Understanding
  - - - Based on
        
        Patterns
        
        Use
    - - Based on
        
        Formal criteria
        
        semantic criteria
    - - Based on
        
        Making generalization
    - - Based on
        
        Comparing L1 and L2
    - - Based on
        
        Manipulation of the language
    - - Based on
        
        Use of reference sources
    - - Based on
        
        Significant feature of the text
- - - - When processing the input
  - - - Objective, they can be correct or incorrect
    - - Personal, subjective, they cannot be wrong
- - - - Edition of one's speech
    - - Stringing forms and words
    - - Retrieval of correct forms
- - - - Carry out overt correction
        
        Induce transfer erros
      - Motivating
      - Encourage learners to overgeneralize
    - - Provide pair of sentences
        
        Right and wrong
        
        Learners must choose the correct one
        
        Learners must explain why they are right or wrong
- - - - Strategic competence
      - Normal, real-life, communicative situations
      - Effective and Appropriate use
        
        Academic
        
        Professional
        
        Social
  - - - Integrate the skills in the theme
    - - Linked through instructor and curriculum coordination
    - - Teach subject matter, English level is modified
- - - - Develops the main task
      - Group work
        
        Exchange of meanings
      - Teacher provides feedback
        
        Highlighting strengths
      - Focus on communication success
      - Teacher monitors and takes notes
    - - Learners work on accuracy to fluency
      - Explicit language teaching
      - Teacher provides feedback on grammar errors
      - Internalize the new knowledge
    - - Introduction the topic
      - Provides learners with vocabulay
      - Elicit the background about the topic
      - Meaning level
- - - - Focus abstract concepts
    - - Realization of abstract notions
  - - - Shown in grids
    - - Shown in semantic maps
  - - - Horizontal axis deals with related words
      - Vertical axis deals with meaning
      - Work with paradigmatic relationships
    - - Work with syntagmatic relationships
      - Nods interrelate with different ones
    - - Network of words with missing information
      - Missing information is given separately
      - Students must complete the network of words