Questão 1914486

TEXT 2

The scarce grammar instruction in the Communicative Approach to English for Science and Technology (EST) teaching has often produced students who communicate well but lack grammatical competency. Academic and professional communication demands correctness, but how is it possible to teach grammar in a way that will help students develop grammatical competency with a communicative approach? This article discusses a possible answer to this question: the theory of noticing and its implementation through technology-enhanced language intake. Previous data confi rm that students who have explicit grammar instruction as part of their study achieve a higher level of grammatical accuracy than those who do not (Ellis, 2002, p. 19). Both Long (1988) and Ellis (1990), through reviewing a number of such empirical studies, have concluded that, overall, conscious learning seems to contribute to successful L2 development. However, there are too many linguistic rules for any learner, native speaker or not, to learn them all consciously. Therefore, the grammar features chosen for teaching-learning activities should not only be well selected on the basis of their relevance for the aims of the course and the students’ language needs, but their teaching methodology updated.

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https://pdfs.semanticscholar.rg//1e96a053cd91b9 46db0896349f4ad053edba.pdf

Consider the following statements about the issues discussed in the text:

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I- enhanced grammatical accuracy is directly correlated with greater exposition to grammar lessons

II- It is important not to overwhelm students with too many linguistic rules

III- the theory of noticing aims at helping students to develop writing skills