Recent SLA research recognizes the necessity of attention to grammar and demonstrates that form-focused instruction is especially effective when it is incorporated into a meaningful communicative context. Designed specifically for second-language teachers, this text identifies and explores the various options for integrating a focus on grammar and a focus on communication in classroom contexts and offers concrete examples of teaching activities for each option. Each chapter includes a description of the option, its theoretical and empirical background, examples of activities illustrating in a non-technical manner how it can be implemented in the classroom, questions for reflection, and a list of useful resources that teachers can consult for further information.
| Preface |
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vi | |
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1 The Changing View of Grammar Instruction |
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1 | (16) |
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Part I Input-based Options in Focus on Grammar |
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17 | (52) |
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2 Focus on Grammar through Processing Instruction |
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19 | (17) |
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3 Focus on Grammar through Textual Enhancement |
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36 | (13) |
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4 Focus on Grammar through Discourse |
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49 | (20) |
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Part II Interaction- and Output-based Options in Focus on Grammar |
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69 | (50) |
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5 Focus on Grammar through Interactional Feedback |
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71 | (17) |
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6 Focus on Grammar through Structured Grammar-Focused Tasks |
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88 | (15) |
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7 Focus on Grammar through Collaborative Output Tasks |
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103 | (16) |
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Part III Instructional Contexts and Focus on Grammar |
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119 | (23) |
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8 The Role of Context in Focus on Grammar |
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121 | (14) |
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9 Conclusion: Focus on Grammar in L2 Classrooms |
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135 | (7) |
| Bibliography |
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142 | (19) |
| Index |
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161 | |
Hossein Nassaji is Professor of Applied Linguistics in the Department of Linguistics at the University of Victoria, British Columbia, Canada.
Sandra Fotos, retired Professor of English and Applied Linguistics, Senshu University, Tokyo, Japan, is currently an adjunct at the University of Victoria, Canada.
Rohkem infot Taylor & Francis e-raamatute kohta