Input, Focus on Form, and Structured Input Activities

Because raising hands takes too much class time.

Because some students may avoid admitting confusion in front of their peers.

Because teachers cannot see raised hands in large classrooms.

Because raising hands is a tradition that has been disproven by research.

An open-ended question that has no predetermined answer.

A question designed to elicit a personal opinion from a student.

A question whose answer the instructor already knows, used to verify understanding.

A question written on the board for students to read silently.

It violates school district curriculum standards.

Students won't be compelled to engage in real communication.

It causes students to memorize vocabulary too quickly.

It prevents teachers from giving grades on tests.

They will request more practice activities.

They will likely tune out and stop processing input for meaning.

They will complain to the school administration.

They will translate the questions into their first language.

It is one of several helpful but optional resources for learners.

It is the data learners need to build a linguistic system.

It is most effective when delivered through translation.

It only contributes to vocabulary growth, not grammar.

To help learners memorize the spelling of new words.

To enable learners to make a form-meaning connection for the word 'wug.'

To test whether students already know the word 'bird.'

To entertain learners during a grammar lesson.

By memorizing a grammar rule taught in class.

By processing the form '-s' which conveys the meaning 'more than one.'

By translating the sentence into their first language.

By guessing based on the speaker's gestures.

Because learners lack intelligence.

Because learners rely on many cues other than grammar forms to extract meaning.

Because teachers don't use enough technology.

Because languages have no grammar rules.

Language as the object of study with preselected forms.

Language viewed as a tool to express meaning, with attention to grammar during communication.

Explicit rule recitation before any communication occurs.

The exclusive use of written grammar exercises.

FonFs uses authentic materials while FonF uses scripted dialogues.

FonFs treats forms as preselected objects of study; FonF attends to form while communicating.

FonFs is implicit; FonF is explicit.

FonFs is taught in elementary school; FonF is taught in university.

FonFs is better than FonF.

FonF is generally considered better than FonFs.

Neither approach is supported by research.

All experts completely agree on the issue.

It is absolutely required for all learners.

There is no evidence that people cannot acquire a language without it.

It is required only for advanced learners.

It is required by law in most countries.

Because they use too many participants.

Because they measure correct rule application in non-communicative, exam-like conditions rather than acquisition.

Because they only study children, not adults.

Because they were conducted before the year 1900.

Explicit instruction helps most with brand-new structures.

Explicit knowledge may help with structures that were partially acquired implicitly first.

Explicit instruction has zero effect under any circumstances.

Grammar should never be discussed in class.

Because it confuses learners with too many languages.

Because it takes time away from meaningful communication.

Because students forget the rules immediately.

Because textbooks don't contain enough rules.

Plan lessons around a list of grammar structures to cover.

Give priority to understanding rules over understanding content.

Plan lessons around communicative goals rather than grammar structures.

Avoid all mention of grammar in class.

Because students' preferences always reflect cognitive research.

Because students' preferences may reflect expectations from previous classes rather than actual learning benefits.

Because research proves all student preferences are wrong.

Because teachers are required to ignore students.

An approach based on principles about how learners process input.

A method that requires students to memorize grammar rules.

A technique for teaching only vocabulary.

A computer-based language learning program.

Grammar endings like '-s.'

Content words for meaning.

Function words before content words.

Only words they already know.

Because '-s' has no meaning in English.

Because the word 'four' gives away the meaning of plurality.

Because plural nouns are always invisible to learners.

Because learners are explicitly taught to ignore '-s.'

Because Option B has more words overall.

Because 'used to be' appears at the beginning of each statement rather than in the middle.

Because Option A is printed in smaller font.

Because Option A is in a different language.

To force learners to memorize grammar rules.

To present input manipulated so learners process forms they might otherwise miss.

To replace the need for any teacher involvement.

To drill vocabulary lists in isolation.

Include as many grammatical forms as possible in one activity.

Focus on only one form or one contrast per activity.

Avoid providing any context to keep activities short.

Use random sentences with no communicative purpose.

Because short sentences look better on the page.

Because learners can only process a limited amount of information at a time.

Because longer sentences are grammatically incorrect.

Because teachers prefer to write shorter activities.

Include many clues so learners don't struggle.

Avoid including them so learners must process the form to understand.

Include them only in advanced activities.

Always include them with audio input.

1 to 3 items.

Between 8 and 15 items.

More than 30 items per activity.

Exactly 20 items.

Identify whether verbs are 'third-person singular' or 'third-person plural' by name.

Determine whether each action is performed by only Max or by all three dogs.

Translate each verb into their first language.

Write a paragraph describing the dogs' routine.

Because people communicate using meaning, not grammatical terminology.

Because form-form connections are easier than form-meaning connections.

Because textbooks don't teach grammatical terminology.

Because teachers dislike teaching grammar terms.

That learners should avoid processing content words.

That exposure to a target form in meaningful context can strengthen form-meaning connections.

That geography should replace language instruction.

That structured input activities require long readings.

Avoid grammar entirely to prevent confusion.

Lead with meaningful content and comprehensible input, addressing grammar only when communication requires it.

Begin every lesson with a grammar lecture.

Allow students to choose whether grammar is ever discussed.