The Effect of Teaching Grammar through Consciousness-Raising Tasks on High School English Learners' Grammatical Proficiency
الموضوعات :
Hamed Badpa
1
,
Zahra Mardani
2
1 - English Language and Literature, Arak University, Arak
2 - Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran
الکلمات المفتاحية: Grammar, Explicit Knowledge, Implicit Knowledge, Task, Consciousness-raising, Consciousness-raising Task, Practice Stage ,
ملخص المقالة :
This quasi-experimental study investigates the impact of teaching grammar through indirect consciousness-raising tasks. To this end, sixty-six male intermediate-level students of four intact classes, at a public high school in Dashtestan, Bushehr, Iran, participated in the study. Two standardized pretests were administered to further ensure learners’ homogeneity. Two classes formed two experimental groups performing grammar consciousness-raising tasks, and the other two classes formed two control groups receiving grammar lessons. Considering the first research question, Pre-test and post-test mean values of 8.05 and 25.05 of the second-grade experimental group as well as the third-grade experimental group’s pre-test and post-test mean values of 6.40 and 24.27 obtained through paired samples t-test indicated that consciousness-raising tasks were effective enough to help subjects make significant progress. Regarding the second research question, although the mean score of the second-grade experimental group 25.05 was higher than the mean score of the control group 23.8, this difference was not significant. In the case of third-grade experimental and control groups with mean values of 24.27 and 21.14 on the post-test respectively, CRT grammar instruction was more effective than traditional grammar instruction.
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