TEACHING GRAMMAR FOR ACTIVE USE: A FRAMEWORK FOR COMPARISON OF THREE INSTRUCTIONAL TECHNIQUES  

Oleh:

Baleghizadeh, Sasan ; Oladrostam, Elnaz

Jenis: Article from Journal - ilmiah nasional - terakreditasi DIKTI
Dalam koleksi: TEFLIN Journal: Teaching English as a Foreign Language in Indonesia vol. 22 no. 1 (Nov. 2011), page 53-68.
Topik: dialogue; role-play; game; unfocused task; focus on form; cooperative learning
Fulltext: Sasan Baleghizadeh & Elnaz Oladrostam.pdf (455.15KB)

Isi artikel

Teaching grammar in a way that enables students to use grammatical structures correctly in their active use has always been one of the intricate tasks for most practitioners. This study compared the effectiveness of three instructional methods: games, dialogues practiced through role-play, and unfocused tasks for teaching grammar. Forty eight pre-intermediate female students participated in this study. The structures chosen were Conditional Sentence Type 2 and Wish structures for expressing present desires. A posttest was administered to assess the subjects' productive knowledge of the grammatical patterns. The results showed that there were no significant differences in the performance of groups. In other words, all three methods were equally effective to boost students' grammatical knowledge of the two structures.

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