Perceptions of the Nature of Traditional Grammar Teaching
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This query is largely addressed at those LL members working in the field of
applied linguistics as it is applied to second and foreign language
classroom learning. It seeks feedback on their perceptions of the nature
of contemporary traditional grammar teaching (TGT).
In responding to this request, it asks respondents to indicate to what
degree they have taken into consideration the following:
a ) TGT as it is presented in the work of materials writers such as Ur
(1996) and Swan and Walter (1990).
b ) TGT as presented in the work of applied linguists such as Long (1988),
Doughty (2001) and Ellis (2006).
c ) The contemporary view of findings of the method comparison research
since the late 60s until to day and its validity.(Long, 1998; Norris and
Ortega, 2000;Doughty, 2001)
d ) The putative incompatibility between TGT and current theories of SLA
(Long and Crookes, 1992; Long and Robinson, 1998)
e ) The possibility that TGT may be informed by general cognitive learning
theory and a skills-learning approach. (Anderson, 1995; DeKeyser, 1998)
f ) The available research findings entailing a focus on form, a focus on
formS and a focus on meaning.
g ) The relevance to these issues of task-based learning and the criticism
thereof of Swan (2005).
h ) The preferences of students in terms of choice of learning approach.
(Carrel et Al., 1996)
i ) The preferences of teachers in terms of teaching approach. (Horan, 2003)
j) The degree to which contemporary TGT allows for the inclusion of new
ideas such as processing instruction. (VanPatten and Sanz, 1995)
I will, of course, provide a detailed account of your responses in addition
to comments on the above considerations.
Anderson, J. (1995). Learning and memory: An integrated approach. New York:
Carrell, P.L., Prince, M.S., & Astika, G.G. (1996). Personality types and
language Learning in an EFL context. Language Learning, 46, 75-99.
DeKeyser, R.M. (1998). "Beyond focus on form: Cognitive perspectives on
learning and practising second language grammar" in C. Doughty & J. Wlliams
(Eds.) Focus on Form in Classroom Language Acquisition, (pp. 42-63)
Cambridge: Cambridge University Press.
Ellis, R. (2006). Current issues in the teaching grammar: An SLA
Perspective. TESOL Quarterly, 40(1), 83-107.
Horan, A. (2003). English grammar in schools. In P. Collins & M. Amberber
(Eds), Proceedings of the 2002 Conference of the Australian Linguistic Society.
Long, M.H. (1988) Instructed interlanguage development In L. Beebe
(Ed.) Issues in second language acquisition: Multiple perspectives (pp.
115-141), Rowley, MA: Newbury House.
Long, M.H., & Crookes, G. (1992). Three approaches to task-based syllabus
design. TESOL Quarterly, 26, 27-56.
Long, M.H., & Robinson, P. (1998). Focus on form: Theory, research and
practice. In C. Doughty & J. Williams (Eds.), Focus on form in classroom
language acquisition (pp. 16-41). Cambridge: Cambridge University Press.
Norris, J. M. And L. Ortega. (2000) Effectiveness of L2 instruction: A
research synthesis and quantitative meta-analysis. Language Learning
Swan, M. (2005) "Legislating by hypothesis: Focus on form and task-based
learning" Applied Linguistics 26:376:401.
Swan, M. And Walter, M. (1990) The New English Cambridge Couse, CUP.
VanPatten, B., and Sanz, C. (1995) From input to output: Processing
instruction and communicative task. In F. Eckman, D. Highland, P. Lee, J.
Mileham, and R. Weber (eds.), SLA theory and pedagogy (pp. 169-185).
Hillsdale, NJ: Lawrence Erlbaum.
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