THE EFFECTS OF FORM-FOCUSED INSTRUCTION ON LOWER-INTERMEDIATE EFL IRANIAN LEARNERS’ GRAMMAR LEARNING

Abstract

One of the most controversial questions raised by classroom second language acquisition (SLA) researchers is whether and how to include grammar in second language (L2) classrooms. This study tried to investigate how the form-focused instruction affects lowerintermediate EFL Iranian learners’ grammar learning. Based on an experimental data collection and analysis, the study followed the pre-test and post-test design performed on 45 female participants at the pre-intermediate level. The pre-test was administered at the beginning of the course; then, the researcher divided the participants into two groups: experimental (FFI) and control group (traditional method). The researcher also used an observation checklist to ascertain if the teacher used the related items in classes. Afterwards, the researcher provided the frequency of observation of teachers’ operations which showed differences between the FFI and the traditional instruction. After observing the teaching sessions, the researchers administered the same test as a post-test to both groups. . The data were analyzed using independent t-test and paired t-test.

Keywords

• form-focused Instruction (FFI); traditional Grammar Instruction