1. Teaching Grammar
embodies 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,

2. 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

3. 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.

4. 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

5. Addressing accuracy after the task
• Public performance
• Repeat performance

6. 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.

7. • 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.

8. 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)

9. • Facilitates the acquisition of the grammatical
knowledge needed for communication.
• The acquisition of implicit knowledge involves
three processes
• Noticing
• Comparing
• Integrating