Teaching Grammarembodies a corpus of knowledge the study of which can be expected to contribute to students’ cognitive skills.

Characteristics:• it is tidy• teachable, and testable; • it is simpler than learning a language,

comprehensibility, acceptability,

Addressing the grammar gap in Task Work

• Three points at which a focus on grammar can be provided in task work

• Addressing accuracy prior to task work• Addressing accuracy during the task• Addressing accuracy after the task

Addressing accuracy prior to task work

1. - By pre-teaching certain linguistic forms that can be used while completing a task.2. - By including the cognitive complexity of the task.3. - By giving time to plan the task.

Addressing accuracy during the task

• Participation• Procedures• 1. Preparatory activity designed to provide schemata, vocabulary and

language• 2. Dialogue listening task, to model shorter version of target task.• 3. Dialogue practice task, to provide further clarification of task.• 4. First practice, using role-play cues.• 5. Follow-up listening• 6. Second role-play practice.• Resources• Order• product

Addressing accuracy after the task

• Public performance• Repeat performance

Does practice work?• There are strong empirical-and theoretical grounds to

doubt the efficacy of practice. It may have limited psycholinguistic validity

• Practice is directed at the acquisition of implicit knowledge of a grammatical structure

• The results of both types of research are not encouraging for supporters of practice.

• A number of empirical studies have investigated whether practice contributes to L2 acquisition.

• These studies are of two kinds: those that seek to relate the amount of practice achieved by individual learners with general increase in proficiency and those that have examined whether practicing a specific linguistic structure results in its acquisition.

Consciousness-raising:

• it is unlikely to result in immediate acquisition. • More likely it will have a delayed effect. It can

be deductive and inductive. • There are some limitations for example it

cannot be used for young learners, (those who like to learn by doing rather than studying)

• Facilitates the acquisition of the grammatical knowledge needed for communication.

• The acquisition of implicit knowledge involves three processes

• Noticing• Comparing• Integrating