Innovation in Language Learning
Integrating Form and Meaning: Innovative Strategies for Teaching Grammar
Reza Farzi, University of Ottawa (Canada)
Parvin Movassat, University of Ottawa (Canada)
Abstract
Teaching grammatical and syntactic structures in a language other than the learner's first language has always been a topic of debate in linguistics and language teaching methods for foreign or second languages. The traditional approach, which focused solely on learning language forms and structures while ignoring communicative and interactional aspects, has gradually been replaced by methods that integrate meaning with form. (Ellis, R., 2016, Svalberg, A. M., Hiver, P., Al-Hoorie, A. H., & Mercer, S., 2021).
In this paper, we will present concrete teaching strategies and classroom practices that demonstrate the possibility of combining form (the acquisition of language structures by learners) and meaning (communication). These authentic examples are drawn from French as a Second Language (FSL) and English as a Second Language (ESL) courses at a bilingual (English/French) Canadian university. We will demonstrate that adopting an Action-based approach in teaching allows for the integration of learning language forms and understanding meaning. This approach involves tasks that help learners acquire various language skills. (Piccardo,E., 2016, Médioni M.-A. 2018, Richer, J.-J., 2016).
This integration aligns with the University's mandate, which emphasizes maintaining dialogue between French and English speakers in a country where both languages are official, reflecting its commitment to plurilingualism and pluriculturalism.
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Keywords |
Teaching strategies, bilingualism, plurilingualism, pluriculturalism, integrative language learning |
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REFERENCES |
[1] Ellis, R. (2016). Focus on form: A critical review. Language Teaching Research, 20(3), 405–428 [2] Médioni M.-A. (2018) : À quelles conditions la grammaire peut-elle favoriser le pouvoir de communication? Les langues modernes APLV, 3/2018, p. 24-33 [3] Piccardo, E. (2016) : Un parcours de recherche-développement vers l’approche actionnelle : un projet canadien. Les langues modernes APLV, 3/2016, p. 31-41 [4] Richer J.-J. (2016) : Retour réflexif sur les évolutions d’une conception de la Perspective actionnelle. Les langues modernes APLV, 3/2016, p. 15-29 [5] Svalberg, A. M., Hiver, P., Al-Hoorie, A. H., & Mercer, S. (2021). Engagement with language in relation to form-focused versus meaning-focused teaching and learning. Student engagement in the language classroom, 38-55.
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