Likewise, a reductive grammar focuses on a single distinguishing characteristic in the use of a particular grammar point.
In light of Terrell's and Higgs' and Clifford's observations, it seems that a reductive grammar approach might solve these problems.
A reductive grammar approach consolidates the traditional, often multi-faceted grammar rules into one clearly expressed description to capture the essence of a function.
A reductive grammar approach centers on a simplified grammar, presented in for-the-student language that considers the student's previously acquired knowledge of grammar, and via direct and clear practice always emphasizing conceptualization.
A reductive grammar approach fosters more dependable binding of meaning to form and provides a means for monitoring for access of the needed rule.
3.0 A Comparative Analysis of a Reductive Grammar Approach and its Predecessors
To determine how a reductive grammar approach compares to mainstream approaches, it is essential to focus on the roles of grammar, teacher talk, and conceptualization in each method or approach.
Pedagogical grammar for a reductive grammar approach is more apparent than in the Natural Approach.
The grammar taught in a reductive grammar approach first must be simplified.
A reductive grammar would appear to provide just enough grammar to appease Higgs and Clifford as it would propel the learner to levels beyond 2+ while simultaneously even surprising disciples of Krashen and Terrell by creating beginning learners who not only are able to communicate, but are able to do so in a grammatically correct fashion.
This leads to the importance of the role of teacher talk in a reductive grammar approach.
Within a reductive grammar framework, teacher talk is of great significance.