Jess+Díaz

LI, X., & TIAN, T. (2008). On formal explicit and implicit grammar instruction. //US-China Foreign Language//, //6//(3), 54-58.

The purpose of this study is to show teachers how they can teach grammar in their classrooms. Explicit grammatical knowledge and impllcit grammatical knowledge are studies that helps to know the importance about teaching grammar, and how it has to be thought. Learning and instruction are some of the matters in this studies. Explicit processes are linked with the implicit processes; this means once we have an explicit grammar rule or explicit grammar concept, we are getting implicit information. Implicit grammar and explicit grammar have an impact in the process of learning a second language, since nowadays textbooks and programs are designed in an implicit way, this means that the use of Explicit grammar has been decreasing in the last years. **//__Describe the method (participants, instruments, and procedure) and the results of the study.__//**

This article review shows the information collected or researched before by others, in order to make a comparison of the information. Some experts such as Biolystok, Stern, Krashen, an Ellis coincide with the fact that explicit and implicit grammar work together; in other words whenever we have an explicit grammar we are going to obtain some implicit information about it. This background helped to the authors of the article to investigate in order to prove or match that information. Moreover, __Authors g__ive an extensively explanation about explicit and implicit grammar, in order to have a better understanding and definition of both in a separated way. Finally, in my personal opinion, It is important that as a teacher this kind of articles helped you to know about trends in teaching grammar, for example the increased used of implicit grammar nowadays. **//__Why? How? When? Where?__//**

Muñoz, A. & Álvarez, M.(2008). The what, why, and how of Language Advising. //Mextesol Journal 32// (2). pp. 13-22. **//__See APA.__//**

The purpose of this research is to show a support for students which is called language advising. This is a way that can increase the developmental process of the student. This language support consists on having meetings (one or more) between a student and an advisor, who can be a teacher or a person who can be a language suppor__t__. These sessions can take place on levels such as primary, secondary, and tertiary levels. The main goal of the language advising is to give support to students, in order to increase their self-study in the same way they do in a sel__f__-access learning. This kind of teaching or guiding can be more helpful for students who are not enrolled in a formal class. **//__Describe the method (participants, instruments, and procedure) and the results of the study.__//**

In this article, the author l__ets to know relevant information__ about the language advising. The article explains characteristics and the efffectiveness of this proces__s ad__ding real testimonies of teachers that have been working in this program. In this case, it is clearer how language advising is helpful and used by teachers in language schools nowadays. Finally, I noticed from the __lecture__, that advisory sessions are potentially linked with the outside wor__ld; si__nce they give students the opportunity to have more exposure to the second language, and they also give enough materials to practice. In other words, this means that language advising prepares students for a world __who__ is constantly changing and needing a better communication.

Feedback

 * Make sure you proofread your work. Be careful with your spelling and your spacing between words. Make the appropriate changes then send me an email to review. 1348145589