ABSTRACT
This chapter discusses how DDL can be integrated into the modern foreign language classroom. Despite the widespread consensus that DDL must be made suitable for younger learners (pedagogic processing), little is said about what exactly such processing may look like. The chapter therefore begins by outlining two main tenets of foreign language didactics – competence orientation and communicative language teaching. Against the background of phase structure models (PPP versus task-based language teaching), it continues by discussing where DDL is best placed over the course of a lesson. Finally, it assesses how DDL activities can be designed flexibly according to the teaching and learning conditions of secondary learners. This includes input enhancement, the method of formulating assignments, and the modification of corpus concordances. It will be shown that linking DDL to communicative tasks is central to its success as a learner-oriented inductive methodology. Such didactic processing of concordances, it is argued, is in turn crucial to a stronger implementation of DDL in the secondary classroom.
