Rod Ellis is Professor of TESOL in the Department of Curriculum, Instruction, and Technology in Education, College of Education, Temple University. He has published widely in the general area of second language acquisition and, more particularly, in the application of research and theory to language teaching.
Interpretation Tasks for Grammar Teaching
Article first published online: 4 JAN 2012
1995 TESOL International Association
Volume 29, Issue 1, pages 87–105, Spring 1995
How to Cite
ELLIS, R. (1995), Interpretation Tasks for Grammar Teaching. TESOL Quarterly, 29: 87–105. doi: 10.2307/3587806
- Issue published online: 4 JAN 2012
- Article first published online: 4 JAN 2012
Grammar teaching has traditionally consisted of giving learners opportunities to produce specific grammatical structures. Such an approach may prove ineffective because it does not take account of how learners acquire grammatical structures (e.g., Krashen, 1982). This article examines an alternative approach to grammar teaching— one based on interpreting input. This approach emphasizes helping learners to notice grammatical features in the input, comprehend their meanings, and compare the forms present in the input with those occurring in learner output. The rationale for the approach is discussed as are the principles for designing interpretation tasks for grammar teaching.