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Addresing Grammar within Task Work. Exposure to language at an appropiate level of difficulty . Engagement in meaning-focused interaction in the language . Opportunities for learners to notice or attend to linguistic form while using the language .

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addresing grammar within task work
AddresingGrammarwithinTaskWork
  • Exposuretolanguage at anappropiatelevel of difficulty.
  • Engagement in meaning-focusedinteraction in thelanguage.
  • Opportunitiesforlearnerstonoticeorattendtolinguisticformwhileusingthelanguage.
  • Opportunitiestoexpandthelanguageresourceslearnersmake use of over time.
addresing accuracy prior to the task
AddresingAccuracy Prior totheTask
  • By pre-teachingcertainlinguisticformsthat can be usedwhilecompleting a task.
  • Byreducingthecognitivecomplexity of thetask.
  • Bygiving time to plan thetask.
addresing accuracy during the task
AddresingAccuracyDuringtheTask
  • Participation
  • Procedures
  • 1. Preparatoryactivitydesignedtoprovideschemata, vocabulary and language.
  • 2. Dialogue listeningtask, tomodelshorterversion of target task.
  • 3. Dialogue practicetask, toprovidefurtherclarification of task.
slide4

4. Firstpractice, using role-playcues.

  • 5. Follow-up listening
  • 6. Second role-playpractice
  • Resouces
  • Order
  • Product
addresing accuracy after the task
AddresingAccuracyAftertheTask
  • Public Performance
  • Repeat Performance
does practice work
Doespracticework?
  • There are strongempiricaland theoricalgroundstodoubttheefficacy of practice. Itmayhavelimitedpsycholinguisticvalidity.
  • Practiceisdirected at theacqusition of implicitknowledge of a grammarstructure.
  • Theresults of bothtypes of research are notencouragingforsupporters of practice.
slide7

A number of empiricalstudentshaveinvestigatedwhetherpracticecontributesto L2 acquisition.

  • Thesestudies are of twokinds: thosethatseekto relate theamount of practiceachievedbye individual learnerswith general increase in proficiency and thosethathaveexaminedwhetherpracticingspecificlinguisticstructureresults in itsacquisition.
consciousness raising
Consciousness-raising:
  • Itisunlikelytoresult in inmediateacquisition.
  • More likelyitwillhave a delayedeffect. It can be deductive and inductive.
  • There are somelimitationsforexampleitcannot be usedforyounglearners, (thosewholiketolearnbydoingratherthanstudying.)
slide9

Facilitatestheacquisition of thegrammaticalknowledgeneededforcommunication.

  • Theacquisition of implicitknowledgeinvolvesthreeprocesses.
  • Noticing
  • Comparing
  • Integrating