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Dec 1, 2002 · Grammar teaching has been and continues to be an area of some controversy and debate have led to the emergence of a new classroom option for language teachers: that of Focus on Form (as opposed to Focus on Meaning or Focus on FormS). Against this background of ‘interesting times’ for grammar teaching, this paper reports research into ...
- John Burgess, Siân Etherington
- 2002
teaching have recently focused on three options – “focus-on-formS,” “focus-on-meaning,” and “focus-on-form” (Long, 1991:45-46). In focus-on-formS instruction, language is divided into isolated linguistic units and taught in a sequential manner through explicit explanations of grammar rules and immediate correction of errors
- 511KB
- 16
Mar 4, 2017 · Focus on form refers only to those form-focused activities that arise during, and embedded in, meaning-based lessons; they are not scheduled in advance, as is the case with focus on forms, but occur incidentally as a function of the interaction of learners with the subject matter or tasks that constitute the learners' and their teacher's predominant focus.
- Faeze Bandar, Bahman Gorjian
- 2017
Feb 11, 2016 · Abstract. ‘Focus on form’ (FonF) is a central construct in task-based language teaching. The term was first introduced by Michael Long to refer to an approach where learners’ attention is attracted to linguistic forms as they engage in the performance of tasks. It contrasts with a structure-based approach – ‘focus on forms’ (FonFs ...
- Rod Ellis
- 2016
In addition to form, grammar contains a semantic (meaning) compo-nent. In fact, if people paid no attention to meaning, what would be the point of communication? If grammar teachers only focus on form, they quickly run into problems. For example, I saw a movie means something very different from I am seeing a movie. A learner may produce either
May 19, 2021 · The implicit teaching of grammar is. referred to the method of teaching which emphasizes that students must acquire the. language naturally by the help of situational scene in learning grammar. It ...
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Teacher cognition shapes teachers’ pedagogical decision-making and influences their teaching practices, including grammar instruction, even when their cognition and practices might be inconsistent. This study explores English language teachers’ cognition regarding grammar instruction and analyses (in)consistencies in teacher cognition and classroom practices. The study employed a ...
