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Grammar Consciousness-Raising Tasks and Intermediate Learners’ Achievement and Perceptions



Author(s)

Seyyed Ali Ostovar Namaghi, Maryam Charmchi

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DOI:10.17265/1539-8072/2016.01.001

University of Shahrood, Shahrood, Iran

While there is lots of empirical evidence showing that grammar consciousness raising tasks (GCRTs) have an edge over the traditional modes of grammar instruction, there is very little qualitative evidence reflecting learners’ perceptions of externally imposed educational changes including GCRTs. To extrapolate the previous findings and fill in this gap, this study aims to: (1) test the alleged superiority of GCRTs in grammar instruction and (2) explore learners’ perceptions of learning grammar through GCRTs. To this end, this study used a mixed-method design including a quantitative and a qualitative dimension. The former dimension aimed at testing the superiority of GCRTs on a random sample of intermediate learners from Simin language school in Karaj, Iran through the robust Solomon-four-group design and the latter dimension aimed at collecting and analyzing qualitative interview data on learners’ perceptions of GCRTs. The quantitative results clearly showed that learners being taught through GCRTs significantly outperformed those instructed through the traditional mode of grammar instruction and the qualitative analysis of learners’ perspectives showed that the participants had a positive perception of GCRTs and this positive perception was rooted in GCRTs’ potential to: (1) facilitate the internalization of grammar and (2) involve learners in discovery learning. The findings have clear implications for syllabus designers and practitioners.

consciousness-raising tasks, discovery learning, willingness to learn, traditional approach

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