In a foreign language context, grammar is always construed as an
indispensable element to learn. It is the question of how to learn
it that becomes a key issue to examine. Concern is placed on how
grammar instructions can nurture and develop students' grammar
interlanguage system. A wave of research ranging from intensive
treatment toward specific linguistic features to focus on form in
interactions is put forth. Apart from the insightful research on
grammar, some teachers still have a propensity to rely on language
input through the adoption of meaning-oriented tasks. A common view
held by teachers is that an abundant exposure to language use would
warrant the development of students' grammar. The communicativeness
of the tasks is believed to enable the grammar learning to take
care of itself. While the view, to a large degree, is justified, it
might not be sufficient for the whole processing of the intricate
development of L2 grammar learning to occur. Accordingly, Swain
(1994) sheds light on roles of output as potential learning
mechanisms to facilitate the process. This study is an attempt to
find some evidence of roles of output in L2 grammar learning.
General
Imprint: |
Lap Lambert Academic Publishing
|
Country of origin: |
Germany |
Release date: |
December 2011 |
First published: |
December 2011 |
Authors: |
Islam Mohammad
|
Dimensions: |
229 x 152 x 4mm (L x W x T) |
Format: |
Paperback - Trade
|
Pages: |
68 |
ISBN-13: |
978-3-8454-0769-2 |
Categories: |
Books >
Language & Literature >
Language & linguistics >
Literacy
|
LSN: |
3-8454-0769-7 |
Barcode: |
9783845407692 |
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