Consciousness–raising Tasks vs. input Enrichment Tasks on Iranian EFL Learners’ Grammar Acquisition.

The present study was an attempt to investigate the effects of consciousness–raising tasks and input enrichment tasks on learners’ grammar acquisition. To this purpose, two intact groups (number of each was 17) were chosen. One group was considered as the experimental group and the second group was considered as the control group of the study. Some grammatical features were taught through consciousness–raising tasks to the experimental group and the control group was taught the grammatical structures through input enrichment tasks. The results of statistical procedures and Independent pair T-test showed no significant difference between the means of the groups. The findings support the arguments regarding the importance of both tactics in grammar learning but they had different impacts on learners. Consciousness-raising involves an attempt to equip the learners with declarative or explicit knowledge. Input enrichment task equipped learners with procedural or implicit knowledge. The researchers suggested other researchers and teachers applying these approaches in order to promote learners’ grammar and to achieve further findings.

Keywords:

Consciousness–raising tasks , input enrichment , grammar acquisition , declarative knowledge , procedural knowledge.