Production-oriented and Comprehension-based Grammar Teaching in the Foreign Language Classroom
The book addresses one of the key controversies in teaching foreign language grammar, which is the utility of production-oriented instruction, as exemplified in the PPP sequence, and comprehension-based teaching, as implemented in interpretation tasks and
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Series Editor Mirosław Pawlak
For further volumes: http://www.springer.com/series/10129
About the Series The series brings together volumes dealing with different aspects of learning and teaching second and foreign languages. The titles included are both monographs and edited collections focusing on a variety of topics ranging from the processes underlying second language acquisition, through various aspects of language learning in instructed and non-instructed settings, to different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. The publications reflect state-of-the-art developments in those areas, they adopt a wide range of theoretical perspectives and follow diverse research paradigms. The intended audience are all those who are interested in naturalistic and classroom second language acquisition, including researchers, methodologists, curriculum and materials designers, teachers and undergraduate and graduate students undertaking empirical investigations of how second languages are learnt and taught.
Anna Mystkowska-Wiertelak Mirosław Pawlak
Production-Oriented and Comprehension-Based Grammar Teaching in the Foreign Language Classroom
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Anna Mystkowska-Wiertelak Department of English Studies Faculty of Pedagogy and Fine Arts Adam Mickiewicz University Nowy Swiat 28-30 62-800 Kalisz Poland
ISBN 978-3-642-20855-3 DOI 10.1007/978-3-642-20856-0
Mirosław Pawlak Department of English Studies Faculty of Pedagogy and Fine Arts Adam Mickiewicz University Nowy Swiat 28-30 62-800 Kalisz Poland
e-ISBN 978-3-642-20856-0
Springer Heidelberg New York Dordrecht London Library of Congress Control Number: 2011940211 Ó Springer-Verlag Berlin Heidelberg 2012 This work is subject to copyright. All rights are reserved, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilm or in any other way, and storage in data banks. Duplication of this publication or parts thereof is permitted only under the provisions of the German Copyright Law of September 9, 1965, in its current version, and permission for use must always be obtained from Springer. Violations are liable to prosecution under the German Copyright Law. The use of general descriptive names, registered names, trademarks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Contents
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Issues in Grammar Learning and Teaching . . . . . . . . . . . . 1.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.1 Grammar in Language Education . . . . . . . . . . . . 1.1.2 Explicit and Implicit L2 Knowledge . . . . . . . . . . 1.1.3 Research into the Processes of Acquisition of Second Language Grammar . . . .
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