Search

Inputs are linguistic data presented to the language learner in written, oral or visual form. According to most studies, input is the cornerstone of foreign/second language teaching. This also applies to grammar teaching, which aims to acquire the use of rules. In order for learners to produce output-based products, it is very important that the input is transformed into intake, that is, processed. To this end, the language learner should be exposed to rich, interesting, meaning-bearing, discourse-level structured input tasks that reflect real-life situations. When we look at the studies on teaching Turkish grammar to foreigners, it is seen that the method books do not contain input tasks at the discursive level for the different meanings and uses of target grammatical structures. Language teachers, who are faced with a very dense grammatical content, should be supported in this context. For this reason, in this study, input-based grammar tasks structured at the discursive level were designed. The target morpheme is -(y)AcAktI (the future in the past). Thanks to such inputs, the language learner performs form-meaning mapping by operating cognitive processes over the presented contexts and gains awareness by making comments on the form, meaning and use of the target grammatical structure. [ABSTRACT FROM AUTHOR]