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Group 4edited

Ellis (2006) emphasizes the importance of teaching grammar within meaningful communication, highlighting the need for both explicit and implicit knowledge, and the necessity of noticing grammatical forms for effective learning. Storch (2016) discusses how collaboration in pair or group work fosters learning through dialogue and language-related episodes, while also noting that the quality of interaction significantly impacts the effectiveness of group work. Together, these ideas underscore the significance of interactive and communicative approaches in language education.

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4 views1 page

Group 4edited

Ellis (2006) emphasizes the importance of teaching grammar within meaningful communication, highlighting the need for both explicit and implicit knowledge, and the necessity of noticing grammatical forms for effective learning. Storch (2016) discusses how collaboration in pair or group work fosters learning through dialogue and language-related episodes, while also noting that the quality of interaction significantly impacts the effectiveness of group work. Together, these ideas underscore the significance of interactive and communicative approaches in language education.

Uploaded by

judiehopps003
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Ellis (2006) – 3 Main Ideas

1. Focus on Form is Essential


Grammar should be taught within meaningful communication, not in isolation.
Learners benefit when attention is briefly drawn to grammar during tasks.
2. Both Explicit and Implicit Knowledge Matter
Explicit knowledge (rules) helps accuracy.
Implicit knowledge (automatic use) supports fluency.
Effective teaching should develop both types.
3. Noticing is Key to Learning Grammar
Learners must notice grammatical forms in input.
Instruction should help learners become aware of gaps in their knowledge.
Storch (2016) – 3 Main Ideas
1. Collaboration Promotes Learning
Pair/group work leads to collaborative dialogue.
Learners co-construct knowledge by discussing language together.
2. Language-Related Episodes (LREs) Support Development
During interaction, students focus on grammar problems (LREs).
These moments help learners analyze and understand language forms.
3. Quality of Interaction Matters
Not all group work is effective.
Collaborative patterns (mutual engagement, shared control) lead to better learning than passive
or dominant interactions.

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