Use planned, proactive grammar instruction for complex infrequent structures in low-exposure EFL settings¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends preselecting and preteaching target grammar forms integrated into communicative contexts when learners have minimal exposure to the language outside class. The authors conclude that "the researchers of this study find the proactive focus on form an indispensible technique in the teaching of complex infrequent structures in EFL settings impoverished in terms of exposure." In such settings a first encounter with a grammar point may occur only in class, so reactive error treatment alone is judged insufficient for internalizing the underlying rule.

Design Implications¶

Context¶

Requirements¶

• Requires informed predictions or observations to determine learners' learning problems and communicative needs before selecting forms

Constraints¶

• The advantage was demonstrated against an achievement test of the preselected syllabus points; the authors concede reactive FOF's wider form coverage may yield higher performance on a general grammar test

Target Learners¶

• adult EFL learners in low-exposure foreign-language settings such as Iran

Target Learning Goals¶

• acquisition of complex, infrequent grammatical structures and achievement-test grammar knowledge

Affordances¶

• Proactive Reactive Fof Distinction

Related Strategies¶

• Pre-teach target language forms deductively before journal entries incorporate them

Examples¶

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Key Sources¶

• Naeimeh Bakshiri, Arshya Keyvanfar. (2011). Time Matters: Proactive vs. Reactive FOF. i-manager's Journal of English Language Teaching, Vol. 1 No. 2, April - June 2011. https://eric.ed.gov/?id=EJ1071093