The Impact of C-R Activities on the EFL Learners Correct Use of Grammar While Speaking and Writing

The conscious learning of grammar rules may help EFL (English as a Foreign Language) learners create accurate language (Schmidt, 1995). This study aims to investigate if consciousness-raising (C-R) activities can promote the accuracy of EFLers speech and written work. To achieve this goal, principles of Task-Based-Language-Teaching (TBLT) (Ellis, 2006) will be applied to the study framework. Focused tasks including cross-language exploration and reconstruction/deconstruction are planned for a 10-session project for Iranian TEFL freshmen. Grammar rules will be presented explicitly through flash cards bearing a brief definition of the structure on one side and example sentences in both English and their mother tongue (L1) on the other side. Participants will also listen to conversations containing a target grammar rule. They will be asked to look for grammar patterns in English and their L1 (i.e. the cross-language exploration task) and develop a dialogue with a peer, using the same grammar rule of the day – the reconstruction/deconstruction task. Dialogues will be exchanged with other participants for further feedback. Participants will perform and expand their dialogues during the following sessions. They will also have reflection sessions on their learning. To examine the effects of TBLT and C-R on accuracy, pre- and post-interviews will be conducted by trained interviewers. A twenty-eight five-point Lickert-scale questionnaire triangulated by the study data, namely, participants dialogues, their reflections, and their two interviews will be adopted. Statistical tests will be run for data analysis. Results and implications may benefit both EFL learners and educators.

کلیدواژه ها:

Ellis ، R. (2006). Current issues in the teaching of grammar: An SLA Perspective. TESOL Quarterly ، 40:1 ، 83-107