1st Edition

Teaching Grammar in Second Language Classrooms Integrating Form-Focused Instruction in Communicative Context

By Hossein Nassaji, Sandra S. Fotos Copyright 2011
    184 Pages
    by Routledge

    194 Pages
    by Routledge

    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.



    1: The Changing View of Grammar Instruction

    Part 1: Input-based Options in Focus on Grammar

    2: Focus on Grammar Through Processing Instruction

    3: Focus on Grammar through Textual Enhancement

    4: Focus on Grammar through Discourse

    Part 2: Interaction- and Output-based Options in Focus on Grammar

    5: Focus on Grammar through Interactional Feedback

    6: Focus on Grammar through Structured Grammar Focused Tasks

    7: Focus on Grammar through Collaborative Output Tasks

    Part 3: Instructional Contexts and Focus on Grammar

    8: The Role of Context in Focus on Grammar


    9: Focus on Grammar in L2 Classrooms: Concluding Remarks




    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.

    'This is a concise book of nine chapters nested in three sections. The heart of the book is three chapters dealing with input-based approaches to teaching with a focus on form (FonF), and three chapters with output-orientated FonF. Each of these chapters provides a clear introduction and summary of relevant theoretical positions and up-to-date research findings. The authors write in an accessible non-technical style which should appeal to language teachers.' - Stephen H. Moore, System Journal