the role of grammar in CLT

Topic 3: The role of grammar in CLT
ELTM 1 – WEEK 5
REFLECTION –Task 1




 !""
#$
%#
"&'()*++"
&'"**", /
%
#""
01
#"2
3
(#
#
(###

TASK 1
Tick the extent to which you would agree or disagree with the following
statements. Give reasons for your opinions (if possible).
Statements Agree Neutr
al
Disagre
e





     

  
 !
" #    $ 
%

&      

' #    

TASK 1
Statements Agree Neutra
l
Disagree



(
      
      

(
   
 !
(
" #    $ 
%


)


&    
      

(
' #   



NUNAN (1991)
Roles of Grammar
•
2
)45.
•
%2
)45.
•
%2
)45.6
)".


7


82894:&:;<
Focus on form

4=0:;<
Focus on form
Types of
instruction
Learners’
attention directed
at
Comments on pros and
cons
 *+

,-#.
//%+


,

.
01
2
1

3+
1

 3++
4
,-#.
//%0+


 +1


$3+5
,-#.
//% 
5





$

Two principal ways to achieve
focus-on-form (Ellis, 1994)
 >%$


?)@&
#.
 %%
@)8'.A

%
Deciding factors for grammar
instrucon
!
3
*

!$
0  0 0
67  ) 0
/
$
6
8 

4
4

!
9
)
$
4 ! 4 9
- ) : 3
8; 4

< 6
Topic 3: COMMUNICATIVE LANGUAGE
TEACHING
AND THE AUTHENTIC TEXT
:#?
##
>
@
TASK 1: Discussion points:
3
   / #1 

 #   /
#1
 #      #

  #    
      

, (   # @ 

B  C   

AUTHENTICITY DEFINED
&:#)#.&D@"
#
:#
#"
### 
#"


"=
%#""
:#
E#""
"
AUTHENTICITY DEFINED (Cont.)
F%#2#
0
0"


)4G'#"*++.
-
:2#
%@%@
)4G'#"
*++.
-
:#82""
"%#"#"
#"#
)@"HH 
AUTHENTICITY DEFINED (Cont.)
4%#%
#)#.
A
)#.
&#
#
%A)
#.
&:##
IA"
@)@#.
Types of task authencity
(Guariento and Morley, 2001)
 52&

 42#@"
"@


 2
"%"

@
@@@
, 82IA#
@"#
"%
Designing learner authen8c tasks
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%%
%"
%A
#"
IA%
%
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JIA"@
%
#7

"%"
%"
?#%#
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
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$
>>0

4?
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$>>
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0=
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0>>0;
@
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3$14$
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