supported in meaning-oriented activities and tasks
3.8 Conclusion
By thinking of grammar as a skill to be mastered, rather than a set of rules to be memorized, we’ll be helping students go a long way toward the goal of being able to accurately convey meaning in an appropriate manner.
When the psychological conditions of learning and application are matched, what has been learned is more likely to be transfer. Therefore, presenting rules and forms in the context of communicative interaction is necessary.
Larsen-Freeman, D. (2001). Teaching Grammar. (pp. 251-266). In Celce-Murcia, M. (Ed.) Teaching English as a Second or Foreign Language. (3rd Edition). Boston: Heinle & Heinle.
Fotos, S. (2001). Cognitive Approaches to Grammar Instruction. (pp. 267-284). In Celce-Murcia, M. (Ed.) Teaching English as a Second or Foreign Language. (3rd Edition). Boston: Heinle & Heinle.