Effects of Task-Based vs. Explicit Teaching of Grammar on Learning Conditional Sentences among Iranian Efl Learners

1.IntroductionRecent studies in SLA have led to a reconsideration of the importance of grammar in the L2 classroom (Beames, 2012; Praise & Meenakshi, 2014; Wei, 2010). There are at least four reasons for the reconsideration of grammar as an essential constituent of language instruction. First, the 1980s hypothesis that language can be learned without some degree of explicit instruction has been theoretically doubted. Schmidt (1990, 1993) suggested that drawing attention to form, or what he calls "noticing," is an essential condition for language learning (Leow, 2001; Rutherford, 1987; Tomlin & Villa, 1994). The second reason for the renewed appeal in L2 grammar instruction is evidence that L2 learners go through developmental processes. Established upon practical evidence from German learners of English, Pienemann (1984, 1987, 1998) developed what has been known as the teachability hypothesis, which suggests that while certain developmental sequences are static and cannot be changed by grammar teaching, instruction can be beneficial for other structures whenever they are taught. A third reason for renewed interest in grammar instruction is the result of numerous studies that emphasize the shortcomings of teaching methods where the concentration is largely on meaning-focused communication, and grammar is not addressed (Oosthuizen, 2005; Pishghadam, Khodadady, & Rad, 2011). A fourth reason for the reconsideration of grammar teaching in the L2 classroom is evidence for the positive effects of grammar instruction. This evidence is the result of a great number of laboratory and classroombased studies along with widespread reviews of studies on the effects of instruction over the course of 20 years (Ellis, 1985, 1994, 2001; Long & Larsen-Freeman, 1991). Task-based language teaching is a teaching approach established upon the use of communicative and interactive tasks as the most important units for the planning and delivery of instruction. Such tasks provide an effective basis for language learning since they: a) involve meaningful communication and interaction, b) involve negotiation, and c) enable the learners to acquire grammar because of engaging in authentic language use (Richards & Schmidt, 2010). Task-based language teaching has reinforced the following principles and practices. The practices and principles are: a) a needs-based approach to content selection, b) an emphasis on learning to communicate through interaction in the target language, c) the introduction of authentic texts into the learning situation, d) the provision of opportunities for learners to focus, not only on language, but also on the learning process itself, e) an enhancement of the learner's own personal experiences as important contributing elements to classroom learning, and f) The linking of classroom language learning with language use outside the classroom (Nunan, 2006). Explicit teaching is an approach in which information about a language is given to the learners directly by the teacher or textbook (Richards & Schmidt, 2010). Explicit instruction is described as a series of supports whereby learners are directed toward the learning process with apparent statements about the purpose and rationale for learning the new skill, clear explanations, and demonstrations of the instructional target, and supported practice with feedback until independent mastery has been achieved (Archer & Hughes, 2011). Task-based language instruction involves learners in doing tasks related to their future career, it fosters learners' motivation and does not underline linguistic issues in the primary levels. Language analysis is integrated only after learners have accomplished a task that depends on their needs, which becomes obvious only after performance. Task-based language learning seems to grant meaningful use of language and can encourage self-directed learning. Furthermore, it suggests meaningful use of language and provides safe atmosphere for learning. …