Download Production-oriented and Comprehension-based Grammar Teaching by Anna Mystkowska-Wiertelak, Miroslaw Pawlak PDF

By Anna Mystkowska-Wiertelak, Miroslaw Pawlak

The publication addresses one of many key controversies in instructing overseas language grammar, that is the application of production-oriented guideline, as exemplified within the PPP series, and comprehension-based educating, as carried out in interpretation projects and processing guideline. It presents a radical evaluation of concerns with regards to studying and instructing grammar, with a selected concentrate on input-oriented ways, and stories the findings of 4 reviews which sought to match their results with guideline in response to varied varieties of output perform. The findings function a foundation for directions on how the 2 thoughts may be effectively mixed within the classroom

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Sample text

The research projects conducted in the late 1970s and the 1980s clearly demonstrated that instruction is powerless in subverting the existing patterns. Makino (1980) and Pica (1983), for example, showed significant correlations between the accuracy orders of the two kinds of learners. The claim concerning the immutability of the natural patterns of acquisition was additionally corroborated by the results obtained by Perkins and Larsen-Freeman (1975) who found that intensive instruction failed to subvert the accuracy orders spontaneously produced by the participants of their study.

While the product view provides learners with greater control of language, the process perspective enables them to use language creatively. Thus, as he argues, the two perspectives are part of a continuum of instructional options teachers might decide to employ (1994b, p. 235). As indicated by Larsen-Freeman (2003), the adoption of a traditional product view does not exclude a more flexible treatment of the concept of grammar. , she proposes a practical tripartite division which demonstrates the equal status of each of the dimensions and shows how the three interact.

As indicated by Larsen-Freeman (2003), the adoption of a traditional product view does not exclude a more flexible treatment of the concept of grammar. , she proposes a practical tripartite division which demonstrates the equal status of each of the dimensions and shows how the three interact. A graphic representation of the concept proposed by Larsen-Freeman (2003, p. 35) is a circle divided into three equal wedges illustrating the need for equal distribution of emphasis on each of the dimensions, driven by both developments in cognitive linguistics which explores the relation between form and meaning as well as advances of functional linguistics that bring to light the social and functional aspects of form application.

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