Teaching Grammar and T’s Feedback

Question 1

Grammar Instruction (1) : Comprehension-based

Answer 1

Input enhancement : promote noticing of grammatical forms
Input flooding : discourse-based approaches; extensive use of discourse; abundant examples of contextualized usages
Input processing : help learners to create form-meaning connections in input

Question 2

Grammar Instructionn (2) : Explicit Instruction

Answer 2

1) Consciousness-raising tasks : they help raise Ss’ awareness of the target forms through meaning-focused input; foster Ss to learn the lgg points through a discovery learning
2) Deductive lesson : explain with meta-linguistic term -> practice -> product
3) Inductive lessn : require Ss to discover the rule through examples
4) Garden path(정원길) : T intentionally leads the Ss to commit an error

Question 3

Form-focused Instruction

Answer 3

Focus on formS
: T explains grammatical rules using meta-linguistic terms (context-reduced)
Focus on form
: Ss are encouraged to notice how the target forms function in the context (context-embedded) ; teacher believes contextualized lgg use facilittes grammar

Question 4

T’s Feedback

Answer 4

1) Types of erros
- global/ local
- overt/ covert
2) Feedback
- positive evidence -> actual instances of English
- negative evidence -> corrective feedback
3) Corrective Feedback
- reformuation ; recast, explicit correction
- prompts ; elicitation, repetition, clarification requests, metalinguistic cues
4) Interactional Feedback (negotiaton strategies)
- clarification request, cofirmation, comprehension check
5) Error Codes
6) Uptake : a Ss’ verbal reaction to feedback
- incorporates the linguistic information to the subsequent utterance -> successful uptake
- fail to incorporate fully or partially -> unsuccessful uptake