You are not logged in.
Openly accessible

Consciousness-raising tasks versus deductive approach : two form-focused instruction types in teaching grammar to Iranian high school EFL learners

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 (Journal of education & psychology), vol. 4, no. 4, pp. 51-70.

Attached Files
Name Description MIMEType Size Downloads
shokouhi-consciousnessraising-2009.pdf Published version application/pdf 130.29KB 179

Title Consciousness-raising tasks versus deductive approach : two form-focused instruction types in teaching grammar to Iranian high school EFL learners
Author(s) Shokouhi, A. H.
Journal name Journal of education (Journal of education & psychology)
Volume number 4
Issue number 4
Start page 51
End page 70
Total pages 20
Publisher Shahid Chamran University Ahvaz
Place of publication Ahvaz, Iran
Publication date 2009
ISSN 2008-8817
Keyword(s) consciousness
raising task
deductive
Iranian EFL high school learners
teaching grammer
Summary Consciousness-raising (CR) task is a new way of teaching grammar developed in communicative contexts although little has been written on the effectiveness of CR tasks in EFL setting. The present study is an attempt to investigate the impact of CR tasks in Iranian EFL setting by comparing them with deductive, grammar lessons common in the Iranian schools. The subjects of this study were 80 EFL pre-university male students who were randomly assigned to an experimental group and a control one. The control group received three ordinary teacher-fronted, deductive lessons, a common way of teaching methodology in Iran, on three grammatical structures (adverb placement, indirect object placement and the use of relative clause). The experimental group, however, was treated with three ‘consciousness-raising’ (CR) tasks dealing with the same target structures. The results showed that in the short-run, CR tasks were as effective as deductive approach in promoting the learners’ grammatical knowledge while in the long-run, the CR group maintained their gains more effectively than the deductive group. The conclusion is that CR tasks can function more effectively than deductive approach if the following conditions are met: (a) performing the consciousness-raising tasks in learners’ L1; (b) providing the learners with feedback whenever they encounter a problem in solving the tasks; (c) grouping the learners in such a way that at least one learner in each group would be more proficient than the other members to help the less proficient ones understand and discover the rules more effectively.
Notes
Every reasonable effort has been made to ensure that permission has been obtained for items included in Deakin Research Online. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au

Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2009, Shahid Chamran University
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30045975

Document type: Journal Article
Collections: School of Education
Open Access Collection
Connect to link resolver
 
Link to Related Work
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 400 Abstract Views, 179 File Downloads  -  Detailed Statistics
Created: Tue, 26 Jun 2012, 10:32:58 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.