He ' s always leaving the lights on ! ( 3 ) In this example , the teacher needs to eliminate the apparent mismatch between form and function , and this can only be done if the context is “ taught ” as well . It is not enough for students to know that present tense continuous is used for describing actions in progress at the moment of speech . The sentences above don ' t refer to the present moment at all - ( 1 ) expresses a future arrangement , ( 2 ) is a story about the past and ( 3 ) refers to a repeated , annoying habit .
Consequently , the teacher has to decide which structure to teach and what use ( function ) that structure is to be put to ( Harmer , Teaching and Learning Grammar 10 ). The sensible approach here would be to select the pattern that we have to teach and provide lots of examples of use that fit it .
Teachers have the responsibility of creating a classroom environment in which the learner has the opportunity to attain a high degree of linguistic competence to the extent where s / he can spontaneously and flexibly use language to express what s / he intends . Forms and functions should go hand in hand in terms of language acquisition because all the items that the learner masters as part of the linguistic system need to be meaningful to him / her in the communicative system ( Nunan 13 ).
Therefore , real-world focus should always remain part of the teaching perspective . There are multiple ways of achieving such goals through the use of authentic language samples in recorded or scripted form , “ by the in-class rehearsal of real-world tasks and by setting learners out-of-class assignments and tasks ” ( Nunan 130 ). Moreover , problemsolving activities within small groups create an optimal context for language acquisition .
Developing the students ' ability to produce texts is one other long-term goal that teachers shouldn ' t overlook when designing communicative tasks . From a functional perspective , language learners should be able to use language “ appropriately , functionally and strategically ” ( Vizental 211 ). Even in the early stages of language learning , students ought to be encouraged to make sentences not in isolation but as part of meaningful text .
Let us consider the following example : It is spring . There are many flowers . Flowers are beautiful . Despite the rudimentary structure and the absence of all explicit connectors , there is a logical-semantic link between the sentences . At every step of the learning process , the teacher can add new language structures in order to increase the complexity of the tasks and thus , the learners ' ability to produce language .
Furthermore , functionality is crucial for writing tasks in view of their practicality in day-to-day life , particularly in a professional or social context . Careful construction , the use of cohesive ties and the proper choice of words represent building blocks for any written text . The same information can be conveyed in a different kind of language depending on the setting and the channel we are using for communication .
Even if the topic remained the same , the writer or the speaker would use a different level of formality when operating with language in the form of an email , a magazine article or a lecture . A feeling of distance makes people use formal grammar and lexis whereas closeness triggers spontaneity . The students ' ability to speak or write in “ different levels of intimacy ” depends on their being provided with opportunities to practice in different genres . ( Harmer , English Language Teaching 248 ).
Hence , texts represent models that students can imitate either in spoken or written language . Functional writing needs real texts to analyze and imitate . For the writing of a report , the teacher ought to provide some actual reports and analyze their structure and style in classroom . Similarly , if students are learning how to give directions , they will be able to do it efficiently if they hear other people doing it first .
Language production may be difficult for students if they don ' t master the grammar structures . The tasks should be matched to the students ' language level , which means that the teacher has to provide the grammar structures ( form and function ) together with the minimum vocabulary necessary . Every task should have a purpose or outcome that the
19
He's always leaving the lights on! (3)
In this example, the teacher needs to eliminate the apparent mismatch between form and
function, and this can only be done if the context is “taught” as well. It is not enough for
students to know that present tense continuous is used for describing actions in progress
at the moment of speech. The sentences above don't refer to the present moment at all -
(1) expresses a future arrangement, (2) is a story about the past and (3) refers to a
repeated, annoying habit.
Consequently, the teacher has to decide which structure to teach and what use
(function) that structure is to be put to (Harmer, Teaching and Learning Grammar 10). The
sensible approach here would be to select the pattern that we have to teach and provide
lots of examples of use that fit it.
Teachers have the responsibility of creating a classroom environment in which the
learner has the opportunity to attain a high degree of linguistic competence to the extent
where s/he can spontaneously and flexibly use language to express what s/he intends.
Forms and functions should go hand in hand in terms of language acquisition because all
the items that the learner masters as part of the linguistic system need to be meaningful to
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