The role of corrective feedback in grammar practice: Does it foster language learning?

Research on Corrective Feedback Lyster & Ranta (1997) studied the different types of corrective feedback used by teachers. They identified 6 types of feedback: CORRECTIVE FEEDBACK TYPES Explicit correction, – correction of the error by the teacher. Recasts – reformulation by the teacher of the error without repeating it Clarification requests – asking a questionContinue reading “The role of corrective feedback in grammar practice: Does it foster language learning?”

Does teaching grammar really work? Some pros and cons on explicit and implicit grammar instruction in the EFL classroom

Does Grammar Teaching Work? “It Depends”     DeKeyser (1998: 42) writes that the vast majority of publications since the early 1990s support the idea that some kind of focus on form is useful to some extent, for some forms, for some students, at some point in the learning process… Beyond that basic, tentative agreement, however,Continue reading Does teaching grammar really work? Some pros and cons on explicit and implicit grammar instruction in the EFL classroom

Vocabulary knowledge in language learning: selecting and testing new lexis

The mental lexicon What does it mean to know a word? Below are some key characteristics of word knowledge by Carter (1987), Wallace (1982) and Penny Ur (1996) 1. It means knowing how to use, it productively and having the ability to recall, it for active use, although for some purposes only passive knowledge isContinue reading Vocabulary knowledge in language learning: selecting and testing new lexis

Grammar practice in foreign language learning: focus on input and output tasks

This blog post will examine whether grammar practice activities promote competent language use and whether they foster fluent and accurate communication in the foreign language.     The traditional view of grammar practice is that it involves “the rehearsal of certain behaviours with the objective of consolidating learning and improving performance” (Ur 1996:19). Ellis (1994: 63)Continue reading Grammar practice in foreign language learning: focus on input and output tasks

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