successful language learning depends

on immersing students in tasks that

require them to negotiate meaning and
engage in naturalistic and meaningful
communication .
FROM GRAMMAR-FOCUSED TO TASK-FOCUSED
INSTRUCTION
The differences between traditional
grammar-focused activities and
communicative tasks are as follows:
Grammar-focused activities
Reflect typical classroom use of language.
Focus on the formation of correct
examples
Monitored speech style
Do not require authentic communication
Communicative tasks

Reflect natural language use.
Colloquial speech style
Require improving, repair and
reorganization.
Allow students to select
language they use.
Task work is seen as a part of
linguistic and communicative
competence development.

SECOND THOUGHTS ABOUT TASK WORK
The researcher found that negotiation for meaning is not a
strategy that language learners are influenced to employ
when they encounter gaps in their understanding. Accurate
grammar use is not necessary in such a grammar-gap task.
These strategies provide an effective incentive to make best
use of language that already have but it doesnt encourage
them to focus on form.

GRAMMAR IN RELATION TO SECOND
LANGUAGE ACQUISITION PROCESSES
Input: language sources used to initiated the
language learning process.
At the input stage, an attempt may be made to
focus learners attention on particular features of
inputs.
Intake: subset of the input that is comprehended
and attended to in some way. Those items are
needed to meet certain criteria such as
complexity(appropriate level of difficulty),
saliency(be noticed or attended to), frequency(be
experienced frequently) and need(fulfill a
communicative need).
Acquisition: the learner incorporate a new learning
item into his or her developing system or inter
language.
Noticing the difference between forms they are
using and target like forms.
Discovering rules of target language
Make those into long-term memory
Access: learners ability to utilize the inter
language system during communication which
includes making use of the developing system to
create output.
Output: observed result.
In the output you should practice in an oral way such
as role play.