Abstract:
The focus of this study is to investigate the comparative effect of teaching grammarthrough interpretation tasks and pictorial clues on EFL learners‘ writing accuracy.The participants were 60 female intermediate EFL learners with age range of 21-35 who were divided into two experimental groups after being homogenized by a piloted PET test. In the piloted researcher-made pre-test, the researcher required the participants to write a narration and also complete another narration with some blanks with provided words using grammatical points they were going to be taught. After the treatment phase, another researcher-made parallel form of the pre-test was administered as the post-tests. To investigate the research question of the study, an ANCOVA was conducted. The results revealed that there was not any significant difference between the performances of either group. In other words, the mentioned ways of teaching grammar had equal effect on the learners‘ writing accuracy.
Machine summary:
"The Comparative Effect of Teaching Grammar through Interpretation Tasks and Pictorial Clues on EFL Learners’ Writing Accuracy Nacim Shangarffam*1, Azam Parhizkari2 1, 2Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran *Corresponding author: nshangarf@yahoo.
The present study, therefore, tried to investigate the comparative effect of grammar teaching through interpretation tasks and pictorial clues on EFL learners‘ writing accuracy.
To fulfill the objective of the study, the following research question was proposed: Q: Is there any significant difference between the effect of interpretation tasks and pictorial clues for grammar teaching on Intermediate EFL learners‘ writing accuracy?
Participants Method To accomplish the objectives of this study, 60 female intermediate level students with age range of 21-35 who were learning English as a foreign language were randomly selected from 90 intermediate learners at Kish Institute of Science and Technology in Tehran, Iran.
The participants were encouraged to use certain grammatical points in their writing including choice of words (parts of speech such as pronouns, adjectives, adverbs and prepositions), conditional sentences (first & second conditional), past tenses (past continuous & past perfect), the past tense passive forms, relative clauses, verb complementation (verbs + infinitive & verbs+ gerund) and articles .
The teacher-researcher employed 2 handouts to teach the grammatical points through interpretation tasks in one experimental group and through pictorial clues in the other one (the details are discussed in the following sections)."