Questions 36 to 42 relate to teaching skills and abilities: Larsen-Freeman (2003, p. 34) asserts that “there is much more of concern in the teaching and learning of grammar than whether or not students produce grammatical forms accurately” and she goes on to say that “the complexity is partly captured by the fact that form is only one of three dimensions, all of which play a part in grammaring”. The other two dimensions she refers to are: A) tense and aspect, which refer to verbs and their conjugations in general. B) time and space, which refer to circumstances and context. C) reception and production, which refer to the other four skills – listening, reading, writing and speaking. D) meaning and use, which refer to semantics and pragmatics, respectively. E) writing and speaking, which refer to graphology and phonology, respectively.

D) meaning and use, which refer to semantics and pragmatics, respectively.

Questions 36 to 42 relate to teaching skills and abilities: Larsen-Freeman (2003, p. 34...

Responda: Questions 36 to 42 relate to teaching skills and abilities: Larsen-Freeman (2003, p. 34) asserts that “there is much more of concern in the teaching and learning of grammar than whether or not stud...

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Questions 36 to 42 relate to teaching skills and abilities: Larsen-Freeman (2003, p. 34) asserts that “there is much more of concern in the teaching and learning of grammar than whether or not students produce grammatical forms accurately” and she goes on to say that “the complexity is partly captured by the fact that form is only one of three dimensions, all of which play a part in grammaring”. The other two dimensions she refers to are:

✂️ a) tense and aspect, which refer to verbs and their conjugations in general.
✂️ b) time and space, which refer to circumstances and context.
✂️ c) reception and production, which refer to the other four skills – listening, reading, writing and speaking.
✂️ d) meaning and use, which refer to semantics and pragmatics, respectively.
✂️ e) writing and speaking, which refer to graphology and phonology, respectively.