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.
'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
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
This series provides essential texts on teaching English as a second language and applied linguistics. It includes authored and edited volumes to be used as primary or supplementary texts in graduate-level and teacher training courses to enhance students’ and practicing teachers’ professional qualifications and knowledge. Each text is designed to promote the current and growing body of knowledge in applied linguistics and second language teaching, including advances in teacher education and the study of language.
Specifically, the series includes, but is not limited to, current uses of applied linguistics research in teaching a variety of second language skills, such as reading, writing, speaking and listening; materials and curriculum design; literacy; English for academic purposes; and research methods.
The texts also deal with broad domains of professional preparation related to socio-cultural perspectives and current issues/topics in teaching and learning a second language.
Books in the series benefit not only students, but experienced teachers, curriculum developers, teacher trainers, program administrators, and other second and foreign language professionals seeking to advance and update their knowledge and expertise.