A Comparative study of the Impact of Interpretation-based, Task-based, and Mechanical Drills Teaching Methods on Iranian English Language Learners’ Grammatical Development

Table of the contents

Title ………………………….…..………………………………….……. I

Abstract ……………………………..…………………………………….III

Dedication …………………………..…………………………………….IV

Acknowledgment ………………………………………………….………V

Chapter One: Introduction …………………………………………….. 1

• Overview ……………………………………………………………… 2

• Background of the Study……………………………………………… 2

• Statement of the Problem …………………………………………….. 3

• Significance of the Study……………………………………………… 4

• Research Questions……………………………………………………. 5

• Research Hypothesis……………………………………………………5

• Definition of Key Terms………………………………………………. 5

1.7.1 Drilling ……………………………………………………….. 5

1.7.2 Task-based Activities………………………………………….6

1.7.3 Authentic Tasks………………………………………………..6

1.7.4 Comprehensible Input…………………………………………6

Chapter Two: Review of the Literature ……………………………….. 7

2.1 Overview ……………………………………………………………….8

2.2 Theoretical Background of the Study………………………………….8

 2.3 Traditional Grammar Teaching……………………………………….9

2.4 Traditional Grammar Definition…………….………………..………10

 2.5 Modern Grammar……………………………………………….……11

 2.6 Traditional Grammar versus Modern Grammar…………………..….12

 2.7 Deductive and Inductive Approach to Grammar…………………..…14

        2.7.1 Deductive Approach……………………………….…..……….15

         2.7.2  Inductive Approach……………………………………………15

               2.7.2.1  Advantages of Deductive Approach……………………. 16

               2.7.2.2  Disadvantages of Deductive Approach…………..……. 16

               2.7.2.3 Advantages of Inductive Approach…………………..….18

                2.7.2.4  Disadvantages of Inductive Approach………………..…18

                2.7.2.5  Does Inductive Approach have Superiority over Deductive Approach?………………………………………………………………………………………….19

  2.8 Task-based Language Teaching…………………………………..…..20

         2.8.1 Stages of Task-based Activities in Teaching ……………..……23

                2.8.1.1  Pre-task Activities ………………………………….….. 23

                2.8.1.2  Task Activities …………..………………………………23

               2.8.1.3  Post-task Activities ……………………………..………. 23

       2.8.2  Advantages of Task-based Instruction ………………..…………24

       2.8.3  Features of Tasks ………………………………………..……….24

        2.8.4  Categories of Tasks ………………………….…….…….…….. 25

              2.8.4.1  Information-gap Activity……….………………..………..25

              2.8.4.2  Reasoning-gap Activities …………………….….………..25

              2.8.4.3  Opinion-gap Activities…………………….………………25

        2.8.5  Some Important Issues on Tasks ……………….………………26

        2.8.6  Demerits of Task-based Instruction ……………………….……26

 2.9 Mechanical Drills ………………………………………………………27

        2.9.1 What Is Drilling? …………………………………………………27

        2.9.2 Why Drills Can Be Useful? ……………………………………..28

        2.9.3 What Items Should Be Drilled? ………………..………………..29

        2.9.4 When Should We Drill? …………………………………………29

        2.9.5 How Should We Drill? …………………………………………..29

      2.9.6  Drilling Activities for Grammar Teaching ……………………….31

       2.9.7  How Drills Can Be More Interesting to the Class? ………………31

             2.9.7.1  Controlled Activities ………………………………………..32

             2.9.7.2  Less Controlled Activities ………………………………….33

         2.9.7.3  Creative Activities ………….…………………………………33

         2.9.8  Some Important Points about Structural Drills ………………….34

2.10  Interpretation-based Approach …………………………………………34

         2.10.1  Theoretical Rationales of Interpretation-based Approach ………36

         2.10.2  General Principles for the Design of Interpretation Tasks ……..39

Chapter Three: Methodology………………….……………………………42

  3.1  Overview …………………….…………………………….……………43

   3.2  Design of the Study …………………………………………………….43

   3.3  Participants ……………………………………………………………..44

   3.4  Instrumentation …………………………………………………………44

        3.4.1 Test Validity and Reliability………………………………………. 44

        3.4.2 Test Scoring……………………………….………………………..44

   3.5  Procedure ………………………………………………..……………….45

 3.6  Data Analysis ………………………………………….….……………….46

Chapter Four: Data Analysis ……………………………………….…………48

 4.1 Overview ………………………………………………………….………..49

 4.2  Descriptive Statistics …………………………………………….…………50

         4.2.1 Pre-test Result Analysis ………………………………….………….50

         4.2.2 Post-test Result Analysis ……..……………………………………..51

                4.2.2.1 Immediate Post-test Result Analysis …………………………51

                 4.2.2.2 Delayed Post-test Results …………………………………….53

   4.3 Inferential Statistics ……………………………………………………….54

Chapter Five: Conclusion ……………………………………………………. 59

5.1  Overview ………………………………………………….………………..60

5.2  Discussion ………………………………………………………….………60

5.3  Pedagogical Implications ……………………………………………….….62

5.4 Conclusions …………………………………………………………….….  63

5.5 Limitations of the Study ……………………………………………………. 64

5.6 Suggestions for Further Studies …………………………………………….65