Teaching Grammar

Question 1

input enhancement

Answer 1

make the target grammar more salient
techniques for getting Ss to “notice” the target grammar rule.
Keep Ss attention on meaning

implicit learning
* activity <b> helps Ss to notice the garget structure through input enhancement. </b>

Question 2

deductive

Answer 2

rule-driven
T explicitly explains the rule/ Ss pratice the rule.
(transformation exercises)
declartive knowlege 습득

Activity <b> encourages Ss to approach the target grammar points deductively. </b>

Question 3

inductive

Answer 3

data-driven
notice 
Ss infer rules from examples.
Ss work out the rules.
The procedure employs inductive way of teacning grammar.

Question 4

consciousness-raisning

Answer 4

promote noticing / Ss become aware of the target form.

But they are not required to use/practice the item

Question 5

consciousness-raisning 구체적 방법

Answer 5

1. make certain items more salient (input enhancement)
2. asks Ss to infer rules from examples
3. compare Ss’ own output w/that of more proficient users of target lg (noticing the gap)
4. pushed output, where Ss are forced to notice the holes in the present stage of their lg knowledge.

Question 6

input processing

Answer 6

structured input activity
Ss are required to focus on meaning while attending to form.

Ss will be able to make better form-meaning connections.
Ss do not respond by producing the target form.

• Ss must pay attention to verb forms in order to determine temporal reference of each sentence.
• Ss are encouraged to make form-meaning connections.

Question 7

meaning-focused input

Answer 7

Activity <b> helps raise students’ awarness of the target forms through meaning-focused input.</b>

(discourse level input)</b>

Question 8

CR task 특징 및 procedure

Answer 8

Explicit instruction, inductive,discovery learning.
CR task requires Ss to use metalinguistic terms.
*CR task promotes rule discovery to improve implicit knowledge of the target structure.

1. CR task has Ss analyze the data containing examplars of the targeted features.
2. Ss operate the data using their “intellectual effort” to understand the target features.
3. Ss verbalize a rule.
4. T provides explicit rules

Question 9

CR task benefit

Answer 9

1. help Ss incorporate the target feature into their inter lg.
2. explicit approach -> functions as a facilitator of implicit knowledge and a monitor for fine-tune production.
3. What Ss find out for themselves is better remembered that what they’re simply told.
   (4. Ss are not required to produce the target form.
   Instead, they participate in meta-talk.

내생각 09’18번
It guides Ss to dicover grammar through mapping form and meaning.

Question 10

Information gap tasks in grammar lesson

Answer 10

*it makes clear relationship between grammatical form and communicative function.
*Grammar in context.
*declarative kn + procedural kn
Information gap encourages Ss to automatize the target structure through communication.

Question 11

metalinguisitc terms

Answer 11

deductive
develop decarative knowledge

Metalinguisitc terms are used to help Ss understand the target structure.

Question 12

personalization

Answer 12

increase the relevance of content in relation to Ss’ intersets and needs.
* Ss connect the target structure to their personal experiences.

Question 13

Garden path

Answer 13

inductive learning
partial information ->
The task is set up to get Ss to overgeneralize.
It leads them into error. They’re given disconfirming evidence and then have to modify their hypothesis.

Question 14

Traditional Grammar instruction

Answer 14

decontexualized
individual work only
deductive teaching (rule explanation -> Ss’ practice. )

Question 15

Dictogloss (Traditional G. instruction과 비교해보기)

Answer 15

within context (target form in context -> raise Ss’ consciousness about grammar in context ->form-meaning connection.)

individual work (listening + note-taking)
collaborative work 

Ss produce the target form first (reconstruction) -> comparie w/origianl -> notice the gap btw their use of grammar and the modal -> foster aquisision of target form.

Question 16

grammar instruction 에서 level-differentiated class

Answer 16

syntactic modification (short, simple sentences)
lexical modification  (easy, common words)
metalinguistic use 대신에 specific examples사용

Question 17

Dictogloss 특징

Answer 17

1. focus on form activity (meaningful negotiation + draw attention to linguistic form)
2. Reconstruction (Ss use meta-talk in order to know whether sentences of lg use.)–> compare thiers w/ a correct version -> noticing to gap -> foster grammar aquisition.
3. It raises Ss’ consiciousness about the working of grammar in context -> reinforce form-meaning connection.
4. collaborative work + individual work.
5. bottom up + top down

Question 18

Focus on Form

Answer 18

Draw Ss’ attention to linguistic forms within the context of meaning focused activities.

incidental learning

task-based syllabus
notice the target structures

Question 19

Focus on FormS

Answer 19

The presentation of discrete items of grammar

intentional learning
structural syllabus

conscious rule-formation

teach grammar explicitly
use meta-linguistic terms.

Question 20

declarative knowledge

explicit / analyzed/factual kn.

Answer 20

controlled processing

1. knowing ‘about’ the lg
2. ability to articulate and verbalize rules
3. overtly aware of the structure of analyzed kn.

Question 21

procedural knowledge

implicit / unanalyzed kn.

Answer 21

automatic processing

1. information that is automatically and spontaneously used in lg task
2. knowing things without being aware of the structure of the lg.