122 CHAPTER 7 through homework assignments, leaving the limited amount of instruction time for students to maximally engage in meaningful usage events, providing them with ample opportunities to practice the target language, with an occasional focus on form where needed. At the same time, Piggott (2019) has shown that a commonly employed SB textbook may also be used in such a way that there is substantially more emphasis on language exposure. By removing the explicit grammar components of course books, teachers can spend more available time on the speaking, reading and listening exercises and in doing so use the L2 meaningfully. Also, the TBLT paradigm would lend itself very well to much more exposure by means of pre-tasks and a focus on form, rather than forms. For example, R. Ellis (2009), has emphasized the importance of social interaction, usagebased learning, and implicit or incidental acquisition.
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