Teaching of Grammar:

CHAPTER 8
The Role of Context in
Focus on Grammar
Prepared by: FEL V. CANAMA
CHAPTER 8: The Role of Context in Focus on Grammar
I-Second Versus Foreign Language Context
As previous chapters show, there are a variety of
 The Second Language Situation implicit approaches to ensure on grammar can be
performed in a communicative contexts.
1. Teaching a second language refers to
This positive view of the role of implicit grammar
second language instruction taking instruction in the acquisition process is based on the
place in a country where the second assumption that ESL learners will encounter target
language is spoken as the native grammatical forms that they have been made aware
of both in their language classrooms and in their
language or L1. daily life.
2. In the ESL context, English Language
learners have ample opportunities to
encounter the L2 outside of the
language classroom during their daliy
lives.
CHAPTER 8: The Role of Context in Focus on Grammar
I-Second Versus Foreign Language Context

 The Second Language Situation

3. ESL classroom activities may be task-
based
-required component of the task
 Bolding
 Underlining
 Stress in speaking
 Other means of noticing
The effectiveness of such activities is
greatly enhanced if learners are then
required to undertake production tasks
involving the target structures and have
the opportunity to receive feedback on
their correctness.
CHAPTER 8: The Role of Context in Focus on Grammar
I-Second Versus Foreign Language Context

 The Second Language Situation

Languaging defined as discussions of
4. L2 learners also engage in verbalizing self-reflection in the L1 about L2, a
about language. process shown to lead to acquisition of
 ‘Languaging’ (Swain, Lapkin, Knouzi, & Brooks, 2009)target forms by promoting attention to
 Paraphrasing in the L1 them.
 Inferencing
 Self-assessment
 Rereading Form-focused instruction promotes languaging by
making target forms more conspicuous to both
ESL and EFL Learners. As a result, their
languaging often addresses the forms, particularly
if done in pair work.
CHAPTER 8: The Role of Context in Focus on Grammar
I-Second Versus Foreign Language Context
 The Foreign Language Situation
1. EFL Classroom, the teachers
compensate by paying explicit attention
to form they also need more
communicative exposure with implicit
use of target forms to enhance learning.
2. L1 is an important pedagogical and
social tool in foreign language context
The purpose and the reason of L1 use in
foreign language classrooms, concluding that
teachers tended to use their L1 most frequently
for instructional purposes, including explaining
difficult grammatical concepts, translating
lexical meaning, and providing instructions for
communicative task and activities. These
suggest that the L1 is an important pedagogical
and social tool in the foreign language context
and can enhance target language learning.
CHAPTER 8: The Role of Context in Focus on Grammar
I-Second Versus Foreign Language Context

 The Foreign Language Situation Implicit instruction consist of multiple

exposure to the target form that has
3. Implicit instruction in the EFL situation is been made conspicuous so that it is
similar to the ESL situation. noticed by the learner. This is followed
Multiple by feedback on the output, so that the
Exposure
learners become aware of the target
forms use and correctness.
Feedback on
the output Output
Exercises

Production
of the Form
CHAPTER 8: The Role of Context in Focus on Grammar
I-Second Versus Foreign Language Context
 The Foreign Language Situation
4. Form-focused reading and vocabulary
activities are particularly suitable for
EFL situation.
Form-focused reading and vocabulary
are suitable for EFL situations because
of the cultural emphasis on
comprehension and translation skills. As
noted in Chapter 3 on input
enhancement, reading material can be
highlighted so that the target structure is
conspicuous while learners are reading
for meaning.
CHAPTER 8: The Role of Context in Focus on Grammar
II-Non-Native Speakers Versus Native Speakers

 Non-Native Speakers  Native Speakers

1. Serves as models of successful L2
learners.
2. Teach strategies that they have use
themselves
3. Have detailed linguistics knowledge that
many NS teachers lack
4. Use the l1 to explain difficult points
1. Lack knowledge of the local culture
2. Select classroom materials and activities
that are poor match for learners culture
norms and learning styles
3. Lack explicit knowledge of English grammar
4. Unable to provide the necessary detailed
explanations of grammars of grammar
points, especially in the first language

It is evident that NNS teachers may well be more effective at

form-focused instruction of grammar that NS teachers.
CHAPTER 8: The Role of Context in Focus on Grammar
II-Non-Native Speakers Versus Native Speakers

 World Englishes
World English Paradigm
1. There is a repertoire of models for
English
2. Localized versions of English
3. English now belongs to the nations and
peoples who use it as a second
language or lingua franca
World Englishes refers to a theoretical
framework, often called the World
English Paradigm.
This concept has greatly supported
recognition of the worth of NNS
teachers.
CHAPTER 8: The Role of Context in Focus on Grammar
III-EFL Learner Proficiency Level
 According to Pienemann, it is possible to influence development by form-
focused instruction if grammar teaching coincides with the learner’s
readiness to ove to the next developmental stage (Lightbown, 2000)
 More proficient learners are more responsive to form-focused instruction
because they notice the structures and are more able to be aware of
feedback and make necessary corrections in response (Baker, 2006)
 Nassaji (2010) found that although
 beginner and intermediate more from preemptive FonF than
reactive FonF,
 advanced level learners benefited equally from both types of FonF.
 advanced level learners benefited significantly more from reactive
FonF that less advance learners.
CHAPTER 8: The Role of Context in Focus on Grammar
III-EFL Learner Proficiency Level

 Nassaji explained;
if reactive FonF is more implicit than preempted FonF, a possitive
response in advanced level learners suggests that language proficiency is
affected more by implicit feedback More than explicit feedback. Perhaps
explicit knowledge resulting from explicit feedback is not influenced to the
same degree by learner’s developmental constraints or readiness as implicit
knowledge is.
Thank you!!!