چکیده:
This study aimed to investigate the relative effectiveness of consciousness-raising tasks and structure-based production tasks in comparison with the traditional teaching in learning comparative and superlative forms, following a task-based approach to teaching English grammar. To this end, from among 82 female elementary-level high school students having taken a Solutions Placement Test (2010), 72 students being homogeneous regarding their language proficiency were assigned to one control group experiencing traditional grammar learning and two experimental groups that were instructed using consciousness-raising tasks and structure-based production tasks. The study was a quasi-experimental one following a pre-test post-test control group design. All groups took a multiple-choice researcher-made pre-test measuring their knowledge of comparative and superlative forms at the outset, and after six weeks, the three groups took part in the corresponding post-test. At last, the results of ANCOVA indicated that consciousness-raising task group had the best grammar performance, but no significant differences were found between the participants in structure-based production tasks and traditional teaching. Therefore, it is recommended that other EFL teachers consider consciousness-raising tasks as an option in teaching comparative and superlative forms in their high school classes.
خلاصه ماشینی:
To this end, from among 82 female elementary-level high school students having taken a Solutions Placement Test (2010), 72 students being homogeneous regarding their language proficiency were assigned to one control group experiencing traditional grammar learning and two experimental groups that were instructed using consciousness-raising tasks and structure- based production tasks.
At last, the results of ANCOVA indicated that consciousness-raising task group had the best grammar performance, but no significant differences were found between the participants in structure-based production tasks and traditional teaching.
To achieve the purpose of the study, the researcher sought to find the answer to the following research question: Are there any statistically significant differences among consciousness-raising tasks, structure-based production tasks, and traditional teaching when teaching comparative and superlative forms to Iranian high school EFL learners is concerned?
Given the aforementioned research question, the following null hypothesis was formulated and investigated in this study: There are not any statistically significant differences among consciousness-raising tasks, structure-based production tasks, and traditional teaching when teaching comparative and superlative forms to Iranian high school EFL learners is concerned.
The research question posed investigates the differences among the effects of consciousness-raising task, structure-based production task, and traditional teaching on learning comparative and superlative forms by Iranian high school EFL learners.
05, it was confirmed that the three groups were different, and differences among the effects of consciousness-raising task, structure- based production task, and traditional teaching on learning comparative and superlative forms by Iranian high school EFL learners was significant; thus, the null hypothesis of the study was safely rejected.