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Addressing the Grammar Gap in Task Work

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Selda Saraç

on 24 December 2013

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Transcript of Addressing the Grammar Gap in Task Work

Addressing the Grammar Gap in Task Work
From Grammar Focused to Task Focused Instruction
"Successful language learning depends on immersing students in tasks that require them to negotiate meaning and engage in naturalistic and meaningful communication."
Task Focused Activities
reflect natural language use
call on implicit knowledge
elicit a vernacular speech style
reflect automatic performance
require the use of improvising, paraphrasing, repair and reorganisation
produce language that is not always predictable
require real communication
Second Thoughts about Task Work
"Negotiating for meaning is not a strategy that language learners are predisposed to employ when they encounter gaps in their understanding" (Foster)
Communication is marked by low levels of linguistic accuracy during fluency work.
Grammar in relation to Second Language Acquisition Processes
Input -- Intake -- Acquisition -- Access -- Output
Means of Focusing Learners' Attention on Linguistic Features of the Input
Simplification of input
Frequency of exposure
Explicit instruction
Implicit Instruction
Factors that affect how items pass from input to intake
Acquisition Processes
Discovering rules
Accommodation and restructuring
Addressing Grammar within Task Work
exposure to language at an appropriate level of difficulty
engagement in meaning focused interaction in the language
opportunities for learners to notice or attend to linguistic forms while using the language
Addressing Accuracy Prior to the Text
By pre-teaching certain linguistic forms that can be used while completing a task
By reducing the complexity of the task
By giving time to plan the task

Adressing Accuracy after the Task
Public Performance
Repeat Performance
Other Performance
Full transcript