Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Farida ABDERRAHIM
University of Constantine , ALGERIA
farida_abderrahim@hotmail.com
Outline
Place of Grammar
in Language Teaching
CR
A task has :
a goal : the general purpose of the task,
an input : verbal or non-verbal information supplied by the
task,
10
Skehan (1998)
developed an
tasks :
cover a wide range of structures ;
are selected on the basis of the utility criterion ;
are selected and sequenced in such a way as to achieve
a balanced development of
accuracy ,
fluency
and complexity ;
offer maximum chances of focus on form through :
manipulation ,
reflection
and awareness .
11
grammar tasks
students solve interactively in order to formulate :
the implicit knowledge : intuitive and procedural knowledge,
and the explicit knowledge : the knowledge we learn , which
when
linked with opportunities for natural communication ,
helps to provide more rapid second language acquisition .
( Long 1988 , and Ellis 1990 )
12
Our Study :
First Year EFL University Students
Are GCRTs effective
for developing grammatical accuracy
Why tenses ?
1.
Problematic area : The students are confused by :
the various tenses in their simple and continuous forms ,
and in their perfective aspects ,
and by the complexity of the uses of each tense .
2.
the
The students often ask for rules to make them become aware of
use of the tenses, and consequently use them correctly.
3.
Mistakes made require ,
formal instruction
Input
A Task sheet , Task cards and Task directions .
16
Task directions
Objectives : Through this task , you are expected to be able to :
raise your awareness ,
and gain an explicit knowledge about the different forms and uses of the
Pr.S through a series of interaction and exchange of information .
Organisation of the task :
1. Complete the task cards individually .
2. Dictate them to your subgroup who write them down on the task
sheet .
3. Discuss the use of the Pr.S you think corresponds to the sentences .
4. Negotiate your choice with the other subgroups .
The procedure
1. Analysis of the task card input to find the required tense form and
rule governing the set of sentences to be copied in in the task sheets .
2. Interaction and negotiation of the answer provided by each one .
3. Once the right answer is agreed on , it is submitted to the whole
class for
a general agreement under the teachers guidance and control .
17
Outcomes :
1.
2.
3.
4.
Results
The post-test results (essay writing, narration) indicate that GCRTs are:
1. more effective for developing grammatical accuracy and grammatical
explicit knowledge than TTFGLs ,
2. more effective for fostering interaction and comprehensible output
and
for enhancing students autonomy , self-confidence and motivation .
This gives us grounds to advocate GCRTs as a motivating methodology to
the
teaching of grammar in the context of EFL .
18
Conclusion
1. The general goal of language learning is
fluent accuracy and effective use of the target
language .
So, the primary concern of a teacher should be how to
integrate attention to form and meaning .
2. GCRTs are in accordance with the principle that what
learners can find by and for themselves
is better remembered than what they are simply told .
3. They are a critical investigation of the linguistic features
involving the learners in a study of the form and the use.
19
References
21
22