2. daniela.cecic@ulpgc.es

7.  Again a huge internal debate was happening in my mind – Why when I was a child all of my English teachers focused its efforts only in teaching grammar? - It is an important theme in my personal dialogue because I am completely against of following grammar books as the Christians follow the Holy Bible. I hate that process of teaching because I felt depress when I was studying primary and secondary school. So many English teachers made fun of me in front of my classmates and I think that this is the main reason why I hate grammar, but not only in English also in Spanish and French.  Student contribution Diary entry 2011, reproduced verbatim daniela.cecic@ulpgc.es

8.  One advantage is that there is no mother tongue and students have to guess so it requires more work from them.  I thought it was a very interesting how she quickly had us very silent. and paying attention. I consider that the different activities she had prepared for us where very well structured, so we all participated and learnt with these activities.  Student contribution Diary entry 2012, reproduced verbatim. daniela.cecic@ulpgc.es

9.  I think that class proved that there’s no need to know anything about a language to use the target language full-time since the beginning though I also think that the settlement of a context since the beginning and the use of pictures played an important role.  Student contribution Diary entry 2012, reproduced verbatim. daniela.cecic@ulpgc.es

10.  Nevertheless, once the class has carried on I did not have the need of these visual supports in order to understand her. This feeling of satisfaction is what I really like. And my curiosity was blooming.  Student contribution Diary entry 2013, reproduced verbatim. daniela.cecic@ulpgc.es

12.  She advised us when we makes a mistake to do an auto correction, therefore, we acted like monitor model (another concepts coined by Krashen.  Student contribution Diary entry 2013, reproduced verbatim. daniela.cecic@ulpgc.es

13. METHODOLOGY AND RESULTS daniela.cecic@ulpgc.es

16.  Without a real or explicit focus on grammar, we acquired sentence structures, declensions, pronouns, pronunciation, accentual patterns and word order, together with vocabulary.  Student contribution Diary entry 2013, reproduced verbatim daniela.cecic@ulpgc.es

17.  A short video, 2012 experiment:  Dropbox open folder:  https://www.dropbox.com/sh/ft94gpc98vwh bwe/AACFBTXCDGV6LzT49txapSZoa?dl=0 https://www.dropbox.com/sh/ft94gpc98vwh bwe/AACFBTXCDGV6LzT49txapSZoa?dl=0  View : 5:40 – 7.40

18. daniela.cecic@ulpgc.es