The Effect of Teaching Grammar through Consciousness-Raising Tasks on High School English Learners' Grammatical Proficiency
محورهای موضوعی : Second Language Education
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
کلید واژه: Grammar, Explicit Knowledge, Implicit Knowledge, Task, Consciousness-raising, Consciousness-raising Task, Practice Stage ,
چکیده مقاله :
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.
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.
Alexander, L. G. (1990). Longman English grammar practice for intermediate students. New York: Addison Wesley Longman Limited. Retrieved from http://dl.lux.bookfi.org/genesis
Badpa, H. (2024). A New Perspective Towards Teaching Grammar: Inductive or Deductive? A Case Study of Iranian Elementary EFL Learners. International Journal of Language and Translation Research, 4(2), pp.29-44.
Badpa, H., Zare Behtash, P., & Zare Behtash, E. (2023). The Interrelationship between Literature and Language Teaching: Drama and Speaking. Journal of New Trends in English Language Learning (JNTELL), 1(1).
Behrouzi, P., & Kazemirad, F. (2012). The effect of consciousness-raising tasks on Iranian elementary EFL learners' syntax acquisition. International Journal Of Linguistics, 334-347.
Brown, H. D. (2001). Teaching by principles. New York: Pearson Education.
Ellis, R. (1993, spring). The structural syllabus and second language acquisition. TESOL QUARTERLY, 27(1), 91-113. Retrieved from http://203.72.145.166/TESOL/TQD_2008/VOL_27_1.PDF
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press. Retrieved from http://libgen.org/get?nametype=orig&md5=CA34E1B344BEC8812FDD52DD84858ED3
Ellis, R. (2003). Task-based language learning and teaching. New York: Oxford Univesity.
Flower, W.S. & Coe, N. (1976). Nelson English Language Tests. London: Butler and Tanner Ltd.
Fotos, S. & Ellis, R. (1991). Communicative about grammar: A task-based approach. TESOL Quarterly, 25(4), 605-628. Retrieved from http://www.hpu.edu/Libraries_HPU/Files/TESOL/TQD/VOL_25_4.pdf
Fotos, S. (1993). Consciousness-raising through a focus on form: Grammar task performance versus formal instruction. Applied linguistics, 14(4), 385-407.
Fotos, S. (1994). Integrating grammar instruction and communicative language use through grammar consciousness-raising tasks. TESOL Quarterly, 28(2), 323-351.
Hopkins, D. & Nettle, M. (2003). Developing grammar in context. Cambridge: Cambridge University Press. doi:bookfi.org
Jasmina, T., & Farmonovna, O. N. (2023). Modern ways of teaching English to school students. Journal of New Century Innovations, 27(1), 64-
Kim, J., & Won, E. (2020). Effects of inductive and deductive grammar instruction based on the noun phrase accessibility hierarchy: On Korean EFL middle school students. Language & Literature, 46, 169-197.
Krashen, S. D. (1985). Principles and Practice in Second Language Acquisition. Pergamon Press Inc. Retrieved from http://dl.lux.bookfi.org/genesis/494000/bded8d96dba887e103f7b79f4f110acb/_as/%5BStephen_D._Krashen%5D_Principles_and_Practice_in_Se(BookFi.org).pdf
Krashen, S. D. (1997). Foreign language education. Culver: Language Education Association.
Mohamed, N. (2004). Consciousness-raising tasks: A learner perspective. ELT, 58(3), 228-237. Retrieved from http://203.72.145.166/ELT/files/58-3-2.pdf
Munir, N., Ahmad, M. B., & Bhatti, H. (2023). Challenges in teaching grammar to secondary school English learners in district Vehari. Global Language Review, 8(2), 31-43.
Naeini, J. (2008). Error correction: An indication of consciousness-raising. Novitas Royal, 2(2), 120-137. Retrieved from http://novitasroyal.org/naeini.pdf
Nassaji, H & Fotos, S. (2004). Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics, 24, 126-145. doi:DOI: 10.1017/S0267190504000066
Nassaji, H. & Fotos, S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in a communicative context. New York: Routledge.
Nassaji, H. (2000). Towards integrating form-focused instruction and communicative interaction in the second language classrooms: Some pedagogical possibilities. The Modern Language Journal, 241-250. Retrieved from http://libgen.org/scimag/get.php?
Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching. Cambridge: Cambridge University Press.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158. Retrieved from http://nflrc.hawaii.edu/PDFs/SCHMIDT
Schmidt, R. (1993). Awareness and second language acquisition. Annual Review Of Applied Linguistics, 206-226. Retrieved from http://nflrc.hawaii.edu/PDFs/SCHMIDT%20Awareness%20and%20second%20language%20acquisition.pdf
Schmidt, R. (1994). Deconstructing consciousness is search of useful definitions for applied linguistics. In J. H. Hulstijn, & R. Schmidt (Eds.), Consciousness in second language learning (pp. 11-27). AILA Review.
Schmidt, R. (1995). Consciousness and foreign language learning : A tutorial on the role of attention and awareness in learning. Retrieved from nflrc.hawaii.edu/.../SCHMIDT
Schmidt, R. (2010). Attention, awareness, and individual differences in language learning. In S. C. W. M. Chan, J. Istanto, M. Nagami, J. W. Sew, T. T. Suthiwan, & I. Walker, Proceedings of CLaSIC (pp. 721-737). Singapore: National University of Singapore. Retrieved from http://nflrc.hawaii.edu/PDFs/SCHMIDT%20Attention,%20awareness,%20and%20individual%20differences.pdf
Schmidt, R. W. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge: Cambridge University Press.
Scott, V. M., and De la Fuente, M. J. (2008). What is the problem? L2 learners’ use of the L1 during consciousness-raising form-focused tasks. The Modern Language Journal, 92(1), 100–113. Retrieved from http://www.gwu.edu/~rgsll/spanish/spanishfaculty/delafuente2008.pdf
Shokouhi, A. H. (2009). Consciousness-raising tasks versus deductive approach: Two form-focused instruction types in teaching grammar to Iranian high school EFL learners. Journal of Education, 4(4), 51-70. Retrieved from http://dro.deakin.edu.au/eserv/DU:30045975/shokouhi-consciousnessraising-2009.pdf
Skehan, P. (1998). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38-62. Retrieved from http://mafrashab.persiangig.com/.nxWIvKRo45/document/A%20framework%20for%20the%20implementation%20of%20task-based%20instruction.pdf
Willis, D. & Willis, J. (1996). Consciousness-raising activities. Retrieved from www.willis-elt.co.uk/documents/7c-r.do
