Declarative knowledge (rules) becomes procedural (automatic use) through extensive, varied practice under real-time conditions. Speaking and listening activities provide the necessary repetition and time pressure.
Teacher reads a short text containing target structures at natural speed. Students take notes of key words, then in pairs reconstruct the text grammatically. Finally, they compare their version to the original, noticing discrepancies in verb forms, articles, or prepositions.
Learners acquire grammar not by memorizing rules but by processing input for meaning. The model uses structured listening tasks (e.g., "listen for the time reference") to force learners to attend to grammatical forms as cues for meaning.
Declarative knowledge (rules) becomes procedural (automatic use) through extensive, varied practice under real-time conditions. Speaking and listening activities provide the necessary repetition and time pressure.
Teacher reads a short text containing target structures at natural speed. Students take notes of key words, then in pairs reconstruct the text grammatically. Finally, they compare their version to the original, noticing discrepancies in verb forms, articles, or prepositions.
Learners acquire grammar not by memorizing rules but by processing input for meaning. The model uses structured listening tasks (e.g., "listen for the time reference") to force learners to attend to grammatical forms as cues for meaning.
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