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Focus on form in the language classroom
Content
- Theories on grammar teaching
- My teaching project
- Bibliography
Prescriptive, traditional, structural, subconscious.
6 stages of learning language
Grammar is... "the knowledge of language that the speaker possesses in the mind, known as linguistic or grammatical competence." (22)
"Grammatical explanation is a way of teaching facts about the language." (40)
Subconscious grammar: Grammar that already exists in the learner's mind.
Focus on Form v. Focus on Forms
FonF: Learner- and meaningcentred
Grammar should be taught when the communication is obstructed by lack of such knowledge.
Task-based learning: The definition of tasks
Critical to Long's TBL.
Metatalk in making meaning
FonF in vocabulary learning
No "one way" of teaching TBL
- Primary focus on meaning
- Information gap/need
- Learners should rely on own resources
- Language serves as a means, not an end
Takes the stages into consideration
TBL is intrinsically motivating
My teaching project
The start of a class
Finding "My favorite no"
They have to help me figure it out.
Bibliography:
Cook, V. (2008). Second Language Learning and Language Teaching (4th ed.) Hodder Education.
Ellis, R. (2009). Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3): 221–246.
Laufer, B. (2010). Form focused instruction in second language vocabulary learning. In R. Chacón-Beltrán, D. Abello-Contesse, M.M. Torreblanca-López & M.D. López-Jiménez (Eds.), Further Insights into Non-Native Vocabulary Teaching and Learning (pp. 15–27). Bristol, Buffalo, Toronto: Multilingual Matters.
Long, M. (2016). In defense of tasks and TBLT: Nonissues and Real Issues. Annual Review of Applied Linguistics, 36: 5–33.
Midwinter, A. (2015, March 14). My Favorite No. [Video clip] Retrieved from https://www.youtube.com/watch?v=srJWx7P6uLE
Swain, M. (1998). Focus on form through conscious reflection. In C. Doughty; J. Williams. (Eds.) Focus on Form in Classroom Second Language Acquisition (pp.64–81). Cambridge: Cambridge University Press.