Teaching Grammar through Form-Focused Instruction: The Case of Teaching Modal Verbs to Turkish EFL Learners

The present study attempted to explore the effectiveness of form-focused-instruction in a context where English is learned as foreign language. In particular, purpose was investigate planned focus-on-form instruction comparison with focus-on-forms acquisition set modal verbs. participants were 8th grade students (n= 37) studying at middle school Denizli. adopted mixed-method research design. quantitative part involved pretest, treatment stage, and posttest while qualitative consisted written semi-structured interviews. data obtained from pretest post-test statistically analyzed through SPSS 17.0 aim measuring two instructional treatments. As for part, interviews translated into Turkish subjected content analysis thus pattern- coding process (Miles & Huberman. 1994) identify recurrent themes. At end study, it found that more effective than participants’ learning target forms. addition, analysis, favored because they benefited guessing meanings out helped them retain knowledge longer period time. stated their exam scores have been positively affected by instruction.