The Effect of Grammar Consciousness-Raising Tasks on EFL Learners Performance

Abstract

This study aims to investigate different approaches in grammar teaching and compare the traditional approaches with Consciousness-Raising (CR) tasks. The author implements some CR tasks in the classroom during the second semester of educational year, one session per week and investigates the effectiveness of these tasks. The participants were female senior high school students in Sabzevar, Iran. The results were compared with a control group who were taught based on the pattern drill practice and traditional approaches. Analysis shows that using CR tasks in grammar teaching is significantly more effective than the traditional approaches. Therefore, it is recommended that other teachers consider CR as an option in teaching grammar in their classrooms.