Collaborative Output Task-based Grammar Teaching in High School English Writing Context

Xingyue Wang


Grammar is the core of language which directly affects the accuracy and appropriateness of language understanding and
expression. Grammar learning in high school is either lack of interest or full of grammar mistakes in communication. This paper
strive to combine grammar teaching with communicative approach based on context to explore some collaborative output tasks for
implicit grammar teaching in high school English writing context, with its aim to improve students’ grammatical knowledge and
awareness, writing skills and communicative competence.


Collaborative output task; Implicit grammar teaching; High school English; Task type

Full Text:



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DOI: http://dx.doi.org/10.18282/l-e.v10i6.2864


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