Kelley Bratcher

Dr. Joanne Burnett

TSL 612
03/23/2016

Article Summary: Literary Texts and Grammar

Instruction: Revisiting the Inductive Presentation

In the article, Literary Texts and Grammar Instruction: Revisiting the Inductive
Presentation, author Kate Paesani provides a way to teach grammar that incorporates
inductive learning and input-rich readings. This article introduces the strategies by
assuming that explicit grammar instruction is necessary for successful L2 learning and
that comprehensive, meaning-bearing input is key in explicit grammar instruction. The
authors strategy uses literary texts as meaning-bearing input and for communicative
practice exercises. After all, Barnett concluded that, The teaching methods [for
language and literature] are also comparable: Inductive presentation of elementary
grammar follows a pattern not unlike the apparently sporadic questions that guides
students to define central themes of a novel (Paesani, 2005, p. 16).
In Paesanis model, student attention is first drawn to patterns in a text. As
students are allowed to investigate the text further, they draw conclusions as to the
meaning of certain grammatical structure. Throughout this process, students have the
opportunity to reflect on the language and increase L2 intake. According to Adair-Hauck,
meaning-making is realized through hypothesizing, risk-taking, predicting,

approximations, making errors and self-correcting (p. 19). Afterward, implicit learning
activities and explicit grammar instruction are provided, which give students the chance
to draw on both automatic and controlled language knowledge and raise consciousness
between the L1 and L2 (p. 17).
Traditionally, student texts go from beginning-level sentences and paragraphs of
mostly disjointed material to advanced-level short stories and novels of culture and
history. Paesani rejects this traditional approach citing that it does not encourage an
interactive process of reading, but instead relies on a bottom-up to top-down approach
(p.18). Researchers in the field state that literature should be interesting and memorable
for students at all levels and should include compelling realia texts (p.18). Selection of
literary texts should include familiar and interesting topics, accessible yet fresh material,
and high repetition of the targeted grammar (p. 20).
Paesani encourages the use of the same texts throughout the semester so that
students develop familiarity with it and gain confidence as their skills and comprehension
increase. Her strategy has four key steps: 1) the targeted form is presented to learners in
context; 2) learners take time to recognize grammatical patterns present; 3) the teacher
gives an explanation of the targeted grammar form; 4) students engage in meaningful
practice (p. 18). Activities occur pre-reading, during reading, and post-reading and is
similar, in ways, to the PACE model.
Paesanis lesson plan revolves around the French poem, Le Message, and the
relative pronouns included therein. At the beginning of the lesson, students are
encouraged to draw on background knowledge to brainstorm vocabulary associated with
the title, possible vocabulary contained in the poem, and similar poems, books, movies to

Le Message. During the reading, students are requested to focus on content, and
therefore, they have the opportunity to induce the meaning of the targeted grammar form.
In one activity for example, students identify the similar features found in certain
sentences. After a few more inductive learning activities, Paesanis model asks teachers to
provide explicit instruction on the targeted grammar point, in this case, relative pronouns.
Finally, students practice the grammar using explicit activities and engage in several postreading activities encouraging personalized use of the language (p. 20-21).
I find Paesanis lesson plan extremely useful. I love the idea of using literary texts
at all language levels as a backbone for grammar learning. I believe it is an interesting
and engaging way for students to learn. Students are provided with ample opportunities
for partner work, small group work, and individual work. In Paesanis model, students
have the opportunity to hypothesize, self-correct and create. I also see this lesson plan
structure as extremely sustainable in the classroom in regards to planning time,
student/teacher resources, and target form longevity. There exist endless amounts of
literature to use, although selecting it may take time the most time. Much of what is out
there can be obtained free and easily online. In Paesanis model, there are a variety of
tasks to keep learners attention and challenge their learning. I also believe, that if used on
a consistent basis, students can become comfortable with the assignments and focus more
on the target grammar forms and less on the instructions. Since Paesani includes 16
different activities, a familiar yet fresh activity can occur every day, in a familiar
sequential format, as to give learners the opportunity to improve their reading skills and
delve deeper into literary texts.

Works Cited
Paesani, K. (2005), Literary Texts and Grammar Instruction: Revisiting the Inductive
Presentation. Foreign Language Annals, 38: 1523. doi: 10.1111/j.19449720.2005.tb02449.x