Improving Learner Performance in Producing Grammatical Structures

This experimental study examined the effectiveness of using focused and unfocused tasks on Iranian intermediate EFL learners’ performance in producing noun, adjective, and adverb clauses. In addi-tion,the aim of this study was to explore the effects of form-focused instruction and the feedback stu-dents received from their teacher after doing focused grammar tasks. Data consisted of the scores of the pre-test and posttest as well as the data obtained through the administration of the tasks of transla-tion to undergraduates at Islamic Azad University, North Tehran Branch over a period of one seme-ster. 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 clause performance of all groups. The focused and unfocused tasks were administered to the experimental groups, while the control group followed the exercises in the course book. Analysis of the data pointed to a strong correlation between implementing focused tasks, attention to form, and finally the perfor-mance of the learners in different types of clauses. The study also pointed out the relationship between the role of correcting errors and the subsequent consciousness-raising (C-R) on the part of the stu-dents. In conclusion, practicing focused tasks had an important role to play in promoting learners’ grammar performance.