Addresing Grammar within Task Work Exposure to language at an appropiate level of difficulty. Engagement in meaning-focused interaction in the language. Opportunities for learners to notice or attend to linguistic form while using the language. Opportunities to expand the language resources learners make use of over time.

Addresing Accuracy Prior to the Task By pre-teaching certain linguistic forms that can be used while completing a task. By reducing the cognitive complexity of the task. By giving time to plan the task.

Addresing Accuracy During the Task Participation Procedures 1. Preparatory activity designed to provide schemata, vocabulary and language. 2. Dialogue listening task, to model shorter version of target task. 3. Dialogue practice task, to provide further clarification of task.

4. First practice, using role-play cues. 5. Follow-up listening 6. Second role-play practice Resouces Order Product

Addresing Accuracy After the Task Public Performance Repeat Performance

Does practice work? There are strong empirical and theorical grounds to doubt the efficacy of practice. It may have limited psycholinguistic validity. Practice is directed at the acqusition of implicit knowledge of a grammar structure. The results of both types of research are not encouraging for supporters of practice.

A number of empirical students have investigated whether practice contributes to L2 acquisition. These studies are of two kinds: those that seek to relate the amount of practice achieved bye individual learners with general increase in proficiency and those that have examined whether practicing specific linguistic structure results in its acquisition.

Consciousness-raising: It is unlikely to result in inmediate acquisition. More likely it will have a delayed effect. It can be deductive and inductive. There are some limitations for example it cannot be used for young learners, (those who like to learn by doing rather than studying.)

Facilitates the acquisition of the grammatical knowledge needed for communication. The acquisition of implicit knowledge involves three processes. Noticing Comparing Integrating