WEBVTT

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And what I have here is a modification of that.

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This is not exactly what he presented.

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I modified a little bit.

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I described in a way the five
categories that he presents.

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And if you go from one extreme to the end-- from
one end to the other end of the continuum here,

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you have of course deduction of one
end and the most radical type

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of inductive approach here
is frequency-based induction.

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Meaning that you're just exposed
to language and that's it.

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And then you, in a way figure
out what's going on.

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But there's no kind of support.

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There is no kind of control the data, et cetera.

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Then you start moving up and the
next one, you have structured data.

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In other words, someone choose these certain
texts that have specific examples of something

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for you to figure out but that's all.

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That's all the support you get.

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It's just a selection of the samples
of a speech, samples of language

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that the students are provided with.

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Then you move one step further and now we
have not only the structured data chosen

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for you but now highlighted.

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So you have a certain text for
instance and which is underlined

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or you have some speech sample and somehow
it's highlighted with intonation et cetera.

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The next stage then, you not only have the
structured data on some type of input enhancement

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but now also metalinguistic aware and
now you focus also on the rule map.

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Not only you underline, you highlight
certain aspects, but now you actually talk

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about the specific rule procedure pattern
that may actually explain that particular use.

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And then of course you get to the deduction.

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So where in this continuum spectrum

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of options would you place the most
pedagogically sens-- acceptable,

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useful approach would be?