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      <title>WHY TEACHING GRAMMAR? by Bea Ortega</title>
      <link>https://padlet.com/beaortega1617/mrttxqec3htm</link>
      <description>CRISSEL HERNANDEZ
AIRA JOY MACALALAD
BERNICE ANN ORTEGA
DICENA UMANDAL
</description>
      <language>en-us</language>
      <pubDate>2020-02-17 14:15:15 UTC</pubDate>
      <lastBuildDate>2025-11-21 00:14:44 UTC</lastBuildDate>
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         <title>WHY SHOULD WE TEACH GRAMMAR?</title>
         <author>beaortega1617</author>
         <link>https://padlet.com/beaortega1617/mrttxqec3htm/wish/446752836</link>
         <description><![CDATA[<div>There are many arguments for putting grammar in the foreground in second language teaching. Here are seven of them:<br><br><strong><em>1) The sentence-machine argument </em></strong></div><div><strong><em>2) The fine-tuning argument<br>3) The fossilisation argument<br>4) The advance organizer argument <br>5) The discrete-item argument <br>6) The rule-of-law argument<br>7) Learners' expectation argument</em></strong></div>]]></description>
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         <pubDate>2020-02-18 12:42:36 UTC</pubDate>
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         <title>1) SENTENCE-MACHINE ARGUMENT</title>
         <author>beaortega1617</author>
         <link>https://padlet.com/beaortega1617/mrttxqec3htm/wish/446789292</link>
         <description><![CDATA[<div>It is part of the process of language learning must be what is sometimes called item-learning — that is the memorisation of individual items such as words and phrases.</div>]]></description>
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         <pubDate>2020-02-18 13:55:31 UTC</pubDate>
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         <title>3) THE FOSSILIZATION ARGUMENT</title>
         <author>beaortega1617</author>
         <link>https://padlet.com/beaortega1617/mrttxqec3htm/wish/446791671</link>
         <description><![CDATA[<div>learners with a particular aptitude for languages to achieve amazing levels of proficiency without any formal study. But more often 'pick it up as you go along' learners reach a language plateau beyond which it is very difficult to progress. </div>]]></description>
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         <pubDate>2020-02-18 13:59:01 UTC</pubDate>
         <guid>https://padlet.com/beaortega1617/mrttxqec3htm/wish/446791671</guid>
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         <title>4) THE ADVANCE ORGANISER ARGUMENT</title>
         <author>beaortega1617</author>
         <link>https://padlet.com/beaortega1617/mrttxqec3htm/wish/446792974</link>
         <description><![CDATA[<div>Grammar instruction might also have a delayed effect. The researcher Richard Schmidt kept a diary of his experience learning Portuguese in Brazil. Initially he had enrolled in formal language classes where there was a heavy emphasis on grammar.</div>]]></description>
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         <pubDate>2020-02-18 14:01:12 UTC</pubDate>
         <guid>https://padlet.com/beaortega1617/mrttxqec3htm/wish/446792974</guid>
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         <title>6) THE RULE-OF-LAW ARGUMENT</title>
         <author>beaortega1617</author>
         <link>https://padlet.com/beaortega1617/mrttxqec3htm/wish/446799012</link>
         <description><![CDATA[<div>It follows from the discrete-item argument that, since grammar is a system of learnable rules, it lends itself to a view of teaching and learning known as transmission. </div>]]></description>
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         <pubDate>2020-02-18 14:10:09 UTC</pubDate>
         <guid>https://padlet.com/beaortega1617/mrttxqec3htm/wish/446799012</guid>
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         <title></title>
         <author>beaortega1617</author>
         <link>https://padlet.com/beaortega1617/mrttxqec3htm/wish/446799228</link>
         <description><![CDATA[<div>A discrete item is any unit of the grammar system that is sufficiently narrowly defined to form the focus of a lesson or an exercise: e.g. the present continuous, the definite article, possessive pronouns</div>]]></description>
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         <pubDate>2020-02-18 14:10:27 UTC</pubDate>
         <guid>https://padlet.com/beaortega1617/mrttxqec3htm/wish/446799228</guid>
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      <item>
         <title>5) THE DISCRETE ITEM ARGUMENT</title>
         <author>beaortega1617</author>
         <link>https://padlet.com/beaortega1617/mrttxqec3htm/wish/446799778</link>
         <description><![CDATA[<div>Language seen from 'outside', can seem to be a gigantic, shapeless mass, presenting an insuperable challenge for the learner. Because grammar consists of an apparently finite set of rules, it can help to reduce the apparent enormity of the language learning task for both teachers and students. </div>]]></description>
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         <pubDate>2020-02-18 14:11:09 UTC</pubDate>
         <guid>https://padlet.com/beaortega1617/mrttxqec3htm/wish/446799778</guid>
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      <item>
         <title>FINE TUNING ARGUMENT EXAMPLES</title>
         <author>beaortega1617</author>
         <link>https://padlet.com/beaortega1617/mrttxqec3htm/wish/446804033</link>
         <description><![CDATA[<div>The following errors are likely to confuse the reader:</div>]]></description>
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         <pubDate>2020-02-18 14:17:14 UTC</pubDate>
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      <item>
         <title>EXAMPLES</title>
         <author>beaortega1617</author>
         <link>https://padlet.com/beaortega1617/mrttxqec3htm/wish/446804158</link>
         <description><![CDATA[<div>Last Monday night I was boring in my house.<br><br>After speaking a lot time with him I thought that him attracted me.</div>]]></description>
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         <pubDate>2020-02-18 14:17:29 UTC</pubDate>
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         <title>2) THE FINE-TUNING ARGUMENT</title>
         <author>beaortega1617</author>
         <link>https://padlet.com/beaortega1617/mrttxqec3htm/wish/446804347</link>
         <description><![CDATA[<div>The purpose of grammar seems to be to allow for greater subtlety of meaning than a merely lexical system can cater for. While it is possible to get a lot of communicative mileage out of simply stringing words and phrases together, there comes a point where 'Me Tarzan, you Jane'-type language fails to deliver, both in terms of intelligibility and in terms of appropriacy. </div>]]></description>
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         <pubDate>2020-02-18 14:17:44 UTC</pubDate>
         <guid>https://padlet.com/beaortega1617/mrttxqec3htm/wish/446804347</guid>
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      <item>
         <title>SELF-CHECK!</title>
         <author>beaortega1617</author>
         <link>https://padlet.com/beaortega1617/mrttxqec3htm/wish/446827022</link>
         <description><![CDATA[]]></description>
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         <pubDate>2020-02-18 14:45:30 UTC</pubDate>
         <guid>https://padlet.com/beaortega1617/mrttxqec3htm/wish/446827022</guid>
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         <title>7) LEARNERS&#39; EXPECTATION ARGUMENT</title>
         <author>beaortega1617</author>
         <link>https://padlet.com/beaortega1617/mrttxqec3htm/wish/446827458</link>
         <description><![CDATA[<div>Regardless of the theoretical and ideological arguments for or against grammar teaching, many learners come to language classes with fairly fixed expectations as to what they will do there. </div>]]></description>
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         <pubDate>2020-02-18 14:46:11 UTC</pubDate>
         <guid>https://padlet.com/beaortega1617/mrttxqec3htm/wish/446827458</guid>
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      <item>
         <title>READ! READ! READ!</title>
         <author>beaortega1617</author>
         <link>https://padlet.com/beaortega1617/mrttxqec3htm/wish/446829530</link>
         <description><![CDATA[]]></description>
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         <pubDate>2020-02-18 14:48:55 UTC</pubDate>
         <guid>https://padlet.com/beaortega1617/mrttxqec3htm/wish/446829530</guid>
      </item>
      <item>
         <title>LET&#39;S LEARN!</title>
         <author>beaortega1617</author>
         <link>https://padlet.com/beaortega1617/mrttxqec3htm/wish/446829727</link>
         <description><![CDATA[]]></description>
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         <pubDate>2020-02-18 14:49:09 UTC</pubDate>
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