Supplement task-based language teaching with grammar instruction and use communicative drills for automatization¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The review recommends that analytical approaches such as Task-Based Language Teaching be supplemented by some type of grammar instruction, which can be implicit, explicit, inductive or deductive. The task-based approach allows structured repetition and creative transfer of knowledge items with extensive practice without traditional pattern drills, while communicative drills let learners use large units of communication, repeating lower-level information so that declarative knowledge becomes automatic. Focus on form inserts explicit knowledge of linguistic forms into a meaning-focused course.

Design Implications¶

Context¶

Requirements¶

• Emphasize the relationship between form and meaning, showing forms as mediators for communicating meanings
• A consistent environment for practice

Constraints¶

• An intensive use of complex metalanguage tires the student's mind and can be an unnecessary cognitive burden
• The time allowed to explicit teaching, the use of metalanguage and the type of grammatical descriptions depend on teaching settings

Target Learners¶

• Foreign language learners with limited class time (30-40 min)

Target Learning Goals¶

• Automatization of low-level grammatical knowledge for accurate, fluent communication

Affordances¶

• Act Proceduralization Automatization
• Instance Theory Memory Retrieval Automaticity

Related Strategies¶

• Use sample journal entries to inductively highlight target language elements

Examples¶

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Key Sources¶

• Aydinbek C. (2022). Contributions of cognitive theory to the problem of automatization of grammatical structures in teaching foreign language. Educational Research and Reviews. https://doi.org/10.5897/ERR2022.4230