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Focuses on a current controversy in teaching foreign language grammar, namely the contribution of production-oriented and comprehension-based instruction
Presents the results of several research projects which were aimed to determine the effects of the two types of instruction and their different variants, with all of them being conducted in regular classes
Of interest to a wide audience, ranging from SLA researchers, through methodologists and educational materials designers, to classroom teachers
The book addresses one of the key controversies in teaching foreign language grammar, which is the utility of production-oriented instruction, as exemplified in the PPP sequence, and comprehension-based teaching, as implemented in interpretation tasks and processing instruction. It provides a thorough overview of issues related to learning and teaching grammar, with a particular focus on input-oriented approaches, and reports the findings of four studies which sought to compare their effects with instruction based on different forms of output practice. The findings serve as a basis for guidelines on how the two options can be successfully combined in the classroom