By Anna Mystkowska-Wiertelak, Miroslaw Pawlak
The ebook addresses one of many key controversies in educating international language grammar, that is the application of production-oriented guide, as exemplified within the PPP series, and comprehension-based instructing, as applied in interpretation projects and processing guide. It offers a radical assessment of matters regarding studying and instructing grammar, with a specific concentrate on input-oriented methods, and studies the findings of 4 experiences which sought to check their results with guideline in accordance with diverse types of output perform. The findings function a foundation for instructions on how the 2 innovations could be effectively mixed within the classroom
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Extra resources for Production-oriented and Comprehension-based Grammar Teaching in the Foreign Language Classroom
If it is accepted that language learners rely on the innate language apparatus while building L2 competence, then, such concepts as critical period or differences between child L1 acquisition and adult second language learning would have to be ignored. However, this stance needs to be approached with caution, particularly in the light of the fact that L2 learners’ level of achievement differs considerably—while L1 learners become generally proficient language users, most L2 learners may never become truly proficient.
43). It needs to be noted, however, that teachers, especially non-native ones, may find it difficult to distinguish between the semantic and pragmatic dimension of a particular structure. Nevertheless, the concept is not conceived as a threat to teachers but rather as an opportunity for professional development. As LarsenFreeman (2003, p. 48) declares: However, it would certainly be contrary to my intentions to leave readers overwhelmed. Instead, it should be enough to recognize that it is important to be able to fill in all three wedges for anything we teach.
Chastain 1971), immersion programmes (cf. Swain 1992, 1998) as well as the Communicational Teaching Project (Prabhu 1987). The second part will be devoted to the presentation and A. Mystkowska-Wiertelak and M. 1007/978-3-642-20856-0_2, Ó Springer-Verlag Berlin Heidelberg 2012 29 30 2 Theoretical Perspectives on Grammar Learning and Teaching discussion of the frameworks that recognize the facilitative effect of grammatical instruction, including Processability Theory (Pienemann 1998), Skill-Learning Theory (Johnson 1996), the Noticing Hypothesis (Schmidt 19990, 1994, 1995a, b 2001), the Delayed-Effect Hypothesis (Lightbown 1985, 1998), the Output Hypothesis (Swain 1985, 1995, 2005), and connectionist perspectives (Ellis 2003).
Production-oriented and Comprehension-based Grammar Teaching in the Foreign Language Classroom by Anna Mystkowska-Wiertelak, Miroslaw Pawlak