Explicit Instruction in Task-Based Language Teaching

Grammar teaching has been a hot issue when it comes to language learning and acquisition. As so many issues arise, same goes to the research that has been conducted to calm down the tense. The knowledge of Grammar is not only a necessity for the native speaker but to the second language learner as well. Grammar knowledge is the core element of the production of speech that we use to communicate. This interest has brought me to review the article by Zhou Ke, which concerns about the inductive approach to English Grammar teaching. Inductive approach starts with exposing students to examples of language use or even immersing them in the use of the target language items and then prompts students to generalize the patterns of the language (Thornbury,

As we look at principle three it instruct needs to ensure that learners also focus on form. Professor Ellis explains that the teacher can achieve this by focusing on inductive and deductive grammar lessons. It allows and make ELL students aware of explicit grammatical rule, it gives the learner specific practice on grammatical structure, and it gives them the opportunity to get corrective feedback. (Ellis, R, 2008)

This highlights the use of basic grammar to the use of language on a higher and deeper level; for example the field, tenor and mode change. The field is the content matter or topic, the tenor is who is taking part in the communication and the mode is how the communication is happening, is it written or verbal (Lukin, Moore, Hereke, Wegener & Wu, 2011). Throughout the adolescents years good communication skills continue to be the foundations of learning, emotional development and socialising within school and onwards into the workplace (I CAN Talk Series, n.d). Therefore adolescents require effective speech, language and communication skills in order to have a wide range of life choices (I CAN Talk Series, n.d). I CAN Talk Series (n.d) highlights that there are certain aspects of language development being taught during secondary schooling years. These include: complex verbal reasoning, understanding and using figurative language, telling more involved stories and using increasingly sophisticated social communication skills (I CAN Talk Series, n.d). These skills are imperative to access both the academic and social curriculum of school, as well as ensuring a successful transition into the workplace (I CAN Talk Series,

(Grammar as Skill, Noticing; Batstone, 1994, p.100) By having them rearrange the jumbled instructions, the teacher, first and foremost, ensures that they have to read the text. The process also enables them to make their own decisions and independently notice features such as adverbials of time ( e.g. “After…” ) and the lexis of instructional text (e.g. Firstly, secondly), as organisational clues. (procedure

Therefore, the question guiding this research is, what happens when differentiated instruction is introduced on English-language learning students? The instructional strategies that follow in

I want to master my grammar skills so that I feel confident teaching them to my students. I plan to accomplish this goal by studying more grammatical terms and gather more experiences where I apply these new skills. I have noticed through self-reflection over the years that my grammar has been what I’ve lost the most points on my writings over the years in school. My grammar has a large impact on how others view me because technology is such a huge part of communicating professionally and socially today. I hope that in mastering this I will have the confidence to communicate effectively when I become a

Learning English grammar is really important as it helps to learn the basics of the English language in a better and proper manner. This book has been designed for students and those appearing for learning the language for the first time.

Teachers need to teach ELL students English orthography, morphology, and syntax. I will recommend to the instructor to teach each part of speech separately. There are many grammatical errors that students can make. Students cannot be overwhelmed with the discussion of many grammar topics in one lesson. It is hard to discuss or to explain each strategy that works best for each part of speech because they are too many. Teachers should evaluate the students to determine which strategy works better according to the topic to be discussed and the students. Teachers should use a variety of engaging teaching techniques to deliver the lesson (Celce-Murcia & Larsen-Freeman, 1999, p. 7). In my opinion, the classroom should be fun for the students

Task-based language teaching (TBLT) is regarded as a natural extension of communicative approach (Harmer, 2007). Task is defined as ‘a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than on form’ (Nunan, 1989:10). In other words, a task emphasizes on language communicative functions and requires participants to convey meaning effectively. According to Prabhu (1987), learners tend to achieve a higher target language proficiency when training through communicative tasks.

There are plenty of teaching methods that are used to teach a language, they developed over the years and centuries, in this essay two well-known teaching methods will be discussed, their principles, their advantages, and their drawbacks, these methods are Grammar Translation Method and The Direct Method.

It is not uncommon to say that grammar instruction plays an important role in language teaching. Regarding the status and importance of grammar teaching, a variety of opinions have been made. Batstone (1994) states that “language without grammar would be chaotic: countless words without the indispensable guidelines for how they can be ordered and modified” (p. 4). More vividly, Wang (2010) makes two similes. She compares grammar to the frame of a house, which is a decisive factor to ensure the solidness of it. Additionally, she regards grammar as a walking stick, whose function is to help and support students to learn English. Thus, the nature of grammar instruction manifests its own significance as it helps students

Larsen-Freeman (2001) as cited in Mart (2013), describes grammar as a system of meaningful structures and patterns that are governed by particular pragmatic constraints. This clearly indicates that grammar plays a crucial role in learning the target language. Grammar instruction is one of the most difficult issues that people have encountered in language learning and teaching. Therefore, the best way to overcome this issue is by

Today, formal grammar is essential in our academic careers, requiring us to write concise and professional assignments in order to exercise creativity and leave impressions on our peers. Although, the effectiveness of the explicit instruction of formal grammar is still under speculation; even individuals from academic and research backgrounds are skeptical about whether explicit formal grammar instruction is effective at all. Although, it sounds nonsensical to even consider abolishing this instructional method, for why should learning grammar be based on one’s own knowledge of it? Why should the student’s initial experience with grammar be deemed as more important than proper instruction? The explicit instruction of formal grammar in society is necessary, for the consequences of removing this practice can prevent core grammar from being taught in the first place. Also, even if other methods would prove more effective, applying this would be too much of a risk, and ultimately keep students from discovering personal interests in English, and make it more difficult for foreign students to learn English as a second language.

Grammar has always been an important issue in second and foreign language learning and teaching. Some hold the view that grammar is not essential for second/foreign language learning and therefore have a ‘zero position’ regarding grammar teaching. On the other hand, some view that grammar is necessary for second/foreign language learning.

Acquisition and learning are two different concepts that need to be addressed differently in order for the student to learn a new language. In “The Natural Approach to Language Teaching: An Update,” Tracy Terrell explains Krahen’s Monitor Theory, which categorizes these two conceptions apart by stating that acquisition is “the unconscious formulation of grammatical principles” and learning as the “conscious cognitive-based study of grammar” (122). Such definitions suggest that the best time for students to learn a language is outside the classroom, where they are exposed to language in its natural form. They are exposed to little acquisition practices outside the classroom; therefore, acquisition should happen in the classroom and learning outside the classroom. They are