1. Pedagogical Grammar
Focus on form

2. Key concepts Synthetic / Analytic syllabuses
Focus on meaning / Focus on FormS (FonfS) / Focus on Form (Fonf)
Positive / negative evidence
The Interaction Hypothesis

3. Focus on forms (similar to PPP)
Their objections:
No sudden complete acquisition
Doesn’t accord with Natural Order
Doesn’t take into account ‘up-and-down’ learning;

4. Consciousness-raising – input enhancement
Don’t expect systematic progress: just provide for ‘awareness’ of rules
Or encourage noticing by ‘input enhancement’

5. Focus on meaning In favour: Natural seems rational
grammatical syllabi have ‘failed’
facilitates unfolding of learner’s internal syllabus;
4 problems:
older learners can’t achieve nativelike norms only through positive evidence
fossilization, not like NSs
unlearnability of some structures through positive evidence alone
inefficient

6. Focus on form Takes into account: Beneficial effect of instruction
Attention is important
Interaction hypothesis (learn through negotiation of meaning, with occasional focus on form)

7. Focus on form is…
‘Time out’ for occasional focus on a grammatical form, within (before/after) a communicative task, and growing out of it.

8. Ways you can focus on form
Teacher initiates noticing, having noticed a consistent error
Design of task to facilitate noticing of a particular form
Teacher explains, based on consistent error
Negative feedback (recasts)
Also: something brought up by a learner

9. In what way does this approach correspond with that of the National Curriculum?

10. Problems? Advantages? Implications?