Contents cont.
D.
Characteristics of Optimal Input for Acquisition
62
1.
Optimal input is comprehensible
63
(a)
How to aid comprehension
64
2.
Optimal input is interesting and/or relevant
66
3.
Optimal input is not grammatically sequenced
68
(a)
The case against the grammatical syllabus
70
4.
Optimal input must be in sufficient quantity
71
(a)
Quantity requirements for initial readiness to speak
71
(b)
Quantity requirements for higher levels of proficiency
72
E.
Other Features that Encourage Acquisition
73
1.
The student should not be put on the defensive
73
2.
Provide tools to help students obtain more input
76
F.
"Teaching" Conversational Competence
78
IV.
The Role of Grammar, or Putting Grammar in its Place
83
A.
Learning Does Not Become Acquisition
83
B.
The Place of Grammar
89
1.
Grammar for Monitor use: when the Monitor is used
89
2.
What can be Monitored
92
(a)
Incompetent Monitor use
94
(b)
Rule learnability
96
(c)
Some evidence
98
(d)
Consequences of teaching "hard" rules
102
C.
The Effects of Learning: Accuracy of Self-correction
104
1.
Factors affecting self-correction accuracy
105
2.
The data
108
D.
Other Effects of Conscious Rules
112
E.
Presentation of Rules
113
1.
The deductive-inductive issue
113
2.
Sequencing and learning
115
F.
Notes on Error Correction
116
G.
Grammar as Subject-matter
119
V.
Approaches to Language Teaching
125
A.
Present-day Teaching Methods
126
1.
Grammar-translation
127
(a)
Requirements for optimal input
128
(b)
Learning
129
(c)
Summary
129
2.
Audio-lingualism
129
(a)
Requirements for optimal input
130
(b)
Learning
132
(c)
Summary
132
3.
Cognitive-code
132
(a)
Requirements for optimal input
133
(b)
Learning
134
iv
iv
iv