Introduction


Many teachers are confused on how to teach grammar. The form-focused instruction of the audio-lingual method produced students that knew a lot about a language but could not apply what they knew to spontaneous speech. Conversely, the lack of grammar  instruction in  the Communicative Approach has often produced students who communicate well but lack grammatical competency.
Is it possible to teach grammar in a way that will help students develop grammatical competency, even in spontaneous speech? This article explores a possible answer to this dilemma, the theory of noticing, and its application to the classroom.


Why Noticing?

What is Noticing?

How Do Teachers Help Students Notice?



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