In my ten years of teaching, I’ve spent a\ud considerable amount of time devising the best\ud ways to teach linguistic elements, such as grammar\ud or pronunciation targets. Increasingly it seems to\ud me that this vantage could be fundamentally\ud flawed, as it focuses too heavily on product rather\ud than process. Here, I’m thinking of classes where\ud teachers strive to develop ‘authentic’ practice\ud situations that require the use of certain targets or\ud products. Their lesson plan focuses on the target\ud and the learners are encouraged to do the same\ud with practice activities. It begs the question,\ud wouldn’t it be more authentic to start with the\ud process? To start with the task and see what kind\ud of linguistic structures this engenders
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