improving learner performance in producing grammatical structures
Abstract
this experimental study examined the effectiveness of using focused and unfocused tasks on iranianintermediate efl learners’ performance in producing noun, adjective, and adverb clauses. in addition,the aim of this study was to explore the effects of form-focused instruction and the feedback studentsreceived from their teacher after doing focused grammar tasks. data consisted of the scores ofthe pre-test and posttest as well as the data obtained through the administration of the tasks of translationto undergraduates at islamic azad university, north tehran branch over a period of one semester.after the administration of the nelson proficiency test, 60 participants out of 106 were selected.then all groups were given a sample toefl, which stood as pre-test and posttest to assess the clauseperformance of all groups. the focused and unfocused tasks were administered to the experimentalgroups, while the control group followed the exercises in the course book. analysis of the data pointedto a strong correlation between implementing focused tasks, attention to form, and finally the performanceof the learners in different types of clauses. the study also pointed out the relationship betweenthe role of correcting errors and the subsequent consciousness-raising (c-r) on the part of the students.in conclusion, practicing focused tasks had an important role to play in promoting learners’grammar performance.