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ERIC Number: EJ1169343
Record Type: Journal
Publication Date: 2018
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1195-4353
EISSN: N/A
Completing the Task Procedure or Focusing on Form: Contextualizing Grammar Instruction via Task-Based Teaching
SaraƧ, Hatice Sezgi
College Quarterly, v21 n1 2018
In this study, it was aimed to compare two distinct methodologies of grammar instruction: task-based and form-focused teaching. Within the application procedure, which lasted for one academic term, two groups of tertiary level learners (N = 53) were exposed to the same sequence of target structures, extensive writing activities and evaluation criteria. Nevertheless, these two groups differed only in the in-class teaching procedures, which were task-based in one group and formal and explicit in the other one. According to the results, the experimental group who had task-based instruction on contextual grammar outperformed the group of learners who received formal grammar instruction.
Seneca College of Applied Arts and Technology. 1750 Finch Avenue East, Toronto, Ontario M2J 2X5, Canada. Tel: 416-491-5050; Fax: 905-479-4561; Web site: http://www.collegequarterly.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A