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Enhancing Form-Meaning Connections in Grammar Instruction

Explore effective approaches and principles for teaching grammar, focusing on form-meaning connections and input-based learning to optimize language acquisition and output production. Discover how meaningful interaction and comprehensible input contribute to language development.

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Enhancing Form-Meaning Connections in Grammar Instruction

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  1. Grammar: Enhancing Form-Meaning Connections in the Classroom Prof. Wynne Wong Department of French & Italian Form Meaning

  2. What’s the first thing that comes to mind when you hear… Grammar Instruction

  3. There exists a plethora of grammar teaching techniques and activities

  4. Grammar Instruction is in fact… …one of the most debated topics for both language teachers and for researchers in the field of second language acquisition

  5. However, advances made in second language acquisition (SLA) theory and research over the last 4 decades have given us much insight into what effective instruction needs to minimally include.

  6. A pivotal finding from second language acquisition research is the following… Learners cannot acquire an L2 without having access to abundant amounts of comprehensibleinput.

  7. What do we mean by comprehensible input? • The learner can understand enough of the input to get a gist of what someone is trying to communicate. • Krashen’s i + 1 ( input that is just beyond the students’ grasp)

  8. Why is input so critical? When we learn a new language, we have a new linguistic system that is developing. Input provides the linguistic data that a developing linguistic system needs in order to start the process of language acquisition.

  9. Unfortunately, not all the input that students are exposed to is actually usable for language acquisition. Input Input Input Input Input Input

  10. In order for students to make use of the input they receive, they must connect the new language forms they hear or see to the meaning or function that these forms express. Form Meaning

  11. Examples of Form-Meaning Connections

  12. Chien

  13. “I talked to my professor.” (past tense)

  14. A model of second language acquisition (SLA) Language acquisition begins with input. When students make a form-meaning connection from input, that input becomes usable for language acquisition. When this happens, we say that this input has been processed. Over time, this processed input may become a part of the student’s new developing linguistic system. Keep in mind, however, that it may take a very long time for this to happen. Form-meaning connections that DO make it into the developing linguistic system may eventually be accessed for the creation of output. DEV. LING. SYSTEM FORM-MEANING CONNECTIONS OUTPUT INPUT (VanPatten, 2003)

  15. What does this model of SLA show? • Acquisition is dependent on input. 2. In order for students to produce good output, they must first receive good input and be guided to connect form and meaning. 3. More input = more form-meaning connections. More form-meaning connections = better output. Conclusion: The better the input, the better the output! DEV. LING. SYSTEM INTAKE FORM-MEANING CONNECTIONS INPUT OUTPUT

  16. What’s one of the easiest ways to give comprehensible input to your students? Speak to them in the target language!

  17. Whenever you say something meaningful to your students in the target language, you are providing them with input and with opportunities to make form-meaning connections! INPUT

  18. Each time you say something to students in their L1 that could be said in the L2, you are ROBBING them of opportunities to make form-meaning connections! INPUT

  19. Another Undisputed Finding From SLA Research Meaningful interaction is necessary for language development. • Interaction creates comprehensible input • Interaction enhances fluency • This means learners must be given opportunities to engage in meaningful communicative interaction with the instructor and other students.

  20. What does this mean in terms of grammar instruction?

  21. Principles of a Good Grammar Lesson from an SLA Perspective • 1. Provide lots of comprehensible input. • 2. Provide opportunities to make and strengthen form-meaning connections. • 3. Provide opportunities to create meaningful output • 4. Use output activities that encourage interaction and communicative exchanges. May be realized in a variety of ways.

  22. Français 1101.01 Bienvenue!

  23. Bonjour! Je m’appelle Wynne.

  24. J’ai un chien. Elle s’appelle Jing.

  25. J’ai un chat. Il s’appelle Gaston.

  26. Paris Hiltona un chien. Elle a un chien Paris Hilton =Elle

  27. Barack et Michelleont un chien. Ilsont un chien. Barack et Michelle =Ils

  28. Sasha et Maliaont un chien. Elles ont un chien Sasha et Malia = Elles

  29. Nousavons un chien.

  30. OUI ou NON? Est-ce que tuas un chien? Est-ce que vousavez un chien? (Est-ce que = ???)

  31. OUI ou NON? Est-ce que tuas un chat? Est-ce que vousavez un chat?

  32. Justin Bieber a une petite amie.Il a une petite amie.

  33. Jennifer Aniston a un petit ami.Elle a un petit ami.

  34. OUI ou NON? Est-ce que Jinga un petit ami?

  35. Jinga un petit ami.Il s’appelle Dave. OUI! Dave

  36. Et vous? Est-ce que vousavez un petit ami/une petite amie?

  37. Ben Affleck et Jennifer Garner ont des enfants.Ils ont des enfants. Est-ce que tuas des enfants? Est-ce que vousavez des enfants?

  38. Répétez avoir (to have) j’ai nousavons tu as vousavez il/elle/on a ils/elles ont

  39. CONNECT Form & Meaning (input practice)

  40. Two sets of twins are taking inventory of the supplies they have for school. Pay attention to the verbs to determine the subject of each sentence. • ______ avez un ordinateur. a. Nous b. Vous • ______ avons un livre. a. Nous b. Vous • ______avez une calculatrice. a. Nous b. Vous 4. ______as un iPad. a. J’ b. Tu 5. _____ai une montre. a. J’ b. Tu 6. _____ai un stylo. a. J’ b. Tu 7. ______ as un classeur. a. J’ b. Tu 8. ______ avons une baguette magique a. Nous b. Vous

  41. ? ? ? Qui a un ordinateur? Qui a un iPad? Qui a une montre? Qui a une baguette magique? Conclusion: La classe est équipée (equipped)?

  42. Principle 1: Provide comprehensible input Principle 2: Provide opportunities to make and strengthen form-meaning connections. How did I realize these first two principles? What did you learn? Was my lesson communicative?

  43. Principle 1: Provide comprehensible input

  44. Wynne aune VW Beetle. Jing aune VW Beetle aussi. Gaston n’apasde VW Beetle.

  45. Jing et Gaston ontdes costumes. Wynne n’apasde costume.

  46. Jing aune poussette. Gaston n’apasde poussette.

  47. Jing aun manteau (coat) Chanel. Wynne n’apasde manteau Chanel.

  48. Wynne aun martini. n’apasde martini. Gaston Gaston aunebière et une margarita.

  49. Wynne ades lunettes. Jing et Gaston n’ontpasde lunettes.

  50. Wynne aundiplôme. Et Jing? Jing aundiplôme aussi! Et Gaston? Gaston n’a pasdediplôme.

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