The Effect of Grammatical Consciousness-raising Tasks on Iranian EFL Learners’ Knowledge of Grammar

Amirian, Seyed Mohammad Reza; Abbasi, Samira

doi:10.1016/j.sbspro.2014.03.414

Cited by 9 publications

(13 citation statements)

References 10 publications

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“…The findings are not in line with (Amirian& Abbasi, 2014) in the way that this study shows that GCR activities can make a high degree of development even in grammar performance of non-proficient learners and the amount of development is not less than amount of perception by proficient learners; therefore, it can be said that GCR activities even can be more effective for non-proficient learners than proficient ones. This study also reveals that the nature of CR leads learners to be aware of their learning process, and it enhances learners' curiosity about grammar points, and in CR, the teacher is just the summarizer and confirmer of correct assumptions.…”

Section: Discussioncontrasting

confidence: 81%

“…The findings of the study are also in line with (Amirian & Abbasi, 2014;Amirian & Sadeghi, 2012) in the way that consciousnessraising activities make a great enthusiasm in learners for learning grammar.…”

Section: Discussionsupporting

confidence: 79%

“…The findings of the study are in line with (Amirian & Abbasi, 2014;Amirian & Sadeghi, 2012;Doughty & Williams, 1998;Fotos & Ellis, 1991;Fotos, 1994;Moradkhan & Sohrabian, 2009;Yip, 1994) who all support the use of consciousness-raising activities for developing grammatical structure, and all believe that consciousness-raising activities are more effective, means of developing learners' grammar. The findings of the study are also in line with (Amirian & Abbasi, 2014;Amirian & Sadeghi, 2012) in the way that consciousnessraising activities make a great enthusiasm in learners for learning grammar.…”

Section: Discussionsupporting

confidence: 78%

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Impact of Consciousness-Raising Activities on Young English Language Learners’ Grammar Performance

Fatemipour¹,

Hemmati²

2015

ELT

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Grammar Consciousness-Raising (GCR) is an approach to teaching of grammar which learners instead of being taught the given rules, experience language data. The data challenge them to rethink, restructure their existing mental grammar and construct an explicit rule to describe the grammatical feature which the data illustrate (Ellis, 2002). And also GCR approach encourages learners to pay attention to language form (Richards & Smidth, 2002). The present study aimed to consider the effectiveness of grammar consciousness-raising activities on the development of young EFL learners' grammar performance and also to study the appropriateness of consciousness-raising for young learners. The participants were 60 young Iranian male and female pre-intermediate students with the age range of 11 to 16. The participants were randomly assigned to two groups. The Experimental group was exposed to grammar consciousness-raising activities based on three techniques of Recall, Reconstruction, and Bolding-Underlying while the control group was trained by deductive grammar teaching. A grammar test was administered to the participants before and after the treatment as pretest and posttest. And also by applying a questionnaire to the experimental group, the learners showed their attitude toward consciousness-raising. The results revealed that grammar consciousness-raising activities have a significant effect on the development of young learners' grammar performance and consciousness-raising is suitable for young learners.

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Section: Discussioncontrasting

confidence: 81%

Section: Discussionsupporting

confidence: 79%

Section: Discussionsupporting

confidence: 78%

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Impact of Consciousness-Raising Activities on Young English Language Learners’ Grammar Performance

Fatemipour¹,

Hemmati²

2015

ELT

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“…The findings of this research also mirror Amirian & Sadeghi's (2012) study established to investigate different approaches in grammar teaching and to compare the traditional approaches with Consciousness-Raising tasks. They apply some C-R tasks in the EFL classroom for one session per week and probed the effectiveness of these tasks.…”

Section: Discussionsupporting

confidence: 66%

The Influence of Explicit Cross-Linguistic Consciousness- Raising on the EL Writing of the Iranian English Language Learners

Hosseininik¹,

Sangani

2014

ALLS

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This study investigates the effects of cross-linguistic consciousness-raising through comparing and contrasting learners'L1 (Persian) and L2 (English) on their L2 written performance. To do this, sixty intermediate language learners, both male and female, learning English at two private institutes in Yasuj, Iran, were chosen as the participants of the study. They were assigned to four groups, two experimental groups and two control groups. Two language items, i.e. subject-verb agreement and adverb position in a sentence were chosen as the materials to be taught in the study. At first, Three kinds of tests, i.e. recognition test, translation test and writing production test checking the participants' recognition of errors, proper use and correct production of the chosen language items respectively, were administered as the pre-tests. Afterwards, the experimental groups were taught through consciousness-raising techniques but the control groups were taught through traditional ways of grammar teaching. After four weeks of instruction, the participants were given post-tests being parallel to the pre-tests. The mean scores comparison and contrast for the pre-tests and the posttests through using Paired T-test revealed a significant improvement in the experimental group's written performance with regard to recognition, proper use and production of the two chosen language items. The findings indicate that cross-linguistic consciousness-raising activities do have a positive effect on the participants' written performance.

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“…There has been a controversy among different linguists and researchers that whether teachers should teach grammar or not; and also how teachers should teach grammar in the classroom (Amirian and Sadeghi, 2012). Some linguists such as Krashen (1982) believed that formal instruction in grammar would not lead to the acquisition of knowledge.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Grammar Consciousness-Raising Tasks on EFL Learners' Reading Comprehension and Writing Ability

Nosratinia¹,

Roustayi²

2014

IOSRJHSS

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The Effect of Grammatical Consciousness-raising Tasks on Iranian EFL Learners’ Knowledge of Grammar

Cited by 9 publications

References 10 publications

Impact of Consciousness-Raising Activities on Young English Language Learners’ Grammar Performance

Impact of Consciousness-Raising Activities on Young English Language Learners’ Grammar Performance

The Influence of Explicit Cross-Linguistic Consciousness- Raising on the EL Writing of the Iranian English Language Learners

The Effect of Grammar Consciousness-Raising Tasks on EFL Learners' Reading Comprehension and Writing Ability

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