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There is one final matter to be considered at teenslikeitbig. Even when relevant contrastive information has been made available, are we sure how this will influence the actual teaching of language? There are many people who write on contrastive analysis and who make the assumption, especially at the grammatical level, that the analysis is to be conveyed directly to white sluts in explicit form. The teacher describes the contrast and explains the difficulty. But the theory of contrastive analysis contains nothing to justify this or any other teaching procedure. It is a matter to be decided in the light of the methodological convictions of the teacher. In that case it is likely to be determined by the TeensLikeItBig general attitude towards the value of explicit grammar teaching, which in turn will be derived from his Own experience as a language learner and language teacher. In any event, few teachers would be likely to use the information in the same way with all pupils. Whatever value there might be in explicit discussion of language structure with older learners, one doubts whether there would be much to be gained from adopting this procedure with primary age learners. The eacher may be able to use techniques suggested by the analysis. This arely proves to be the case. More often than not the only conclusion 0 be drawn is that the anticipated difficulty will require a more ex-ended and careful presentation and practice of the new item.

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