Page 203 - Beyond Methods

Activating intuitive heuristics 191
and a chart to fill in for each of the verbs for which data has been supplied. It also gives directions asking the learners to formulate three rules about the use of dative verbs. Study the task in detail.
It can be easily seen that the above task skillfully combines the elements of a purely grammar-focused instruction with possibilities for meaningful interaction. It makes grammar the topic of class- room communication. As Ellis (1999, p. 206) points out, grammar tasks “provide opportunities to communicate in the L2 in groups or pairs, and they encourage an active, discovery-oriented approach on the part of the learners.” Grammar tasks, then, are aimed at rais- ing the learners’ consciousness about the grammatical properties of the L2 thereby facilitating the process of noticing the gap, and ulti- mately activating their intuitive heuristics.
Appendix A: Task cards
Students in groups of 4—one different card to each member Students in pair—two different cards to each member
1. Correct:
1. Incorrect:
2. Correct:
2. Incorrect:
3. Correct:
3. Incorrect:
4. Correct:
4. Incorrect:
5. Correct:
5. Correct:
6. Correct:
6. Incorrect:
7. Correct:
7. Correct:
8. Correct:
8. Correct:
9. Correct:
9. Incorrect:
10. Correct:
10. Incorrect:
I asked my friend a question
She asked a question to her mother
Kimiko reviewed the lesson for John
Kimiko reviewed John the lesson
The teacher calculated the answers for the students The teacher calculated students’ answer
The secretary reported the problem to her boss
The student reported the teacher the matter
I offered her a cup of tea
I offered a cup of tea to the president
The teacher pronounced the difficult word for the class The teacher pronounced the class the difficult word
I bought many presents for my family
I bought my family several presents
She cooked a delicious dinner for us
She cooked us a wonderful meal
She suggested a plan to me
She suggested me a good restaurant
The teacher repeated the question for the student
The teacher repeated the student the question
Figure 8.1