Samaneh Gholampour & Donya Mehrabi
Science and Research Branch, Islamic Azad University, Iran
Atkins (2000) believes that the importance of teaching grammar dates back to the early days of teaching languages. He mentions that in the recent years grammar teaching methods have varied greatly. Moreover, flipped classrooms are gaining importance in recent years. “As curriculum requirements grow, instructors are pressured to make more efficient use of class time. In the flipped classroom, students can get the most out of class time by spending it on practical application, not on inactive lecture” (Cole, as cited in Garza, 2014, p. 8). In this regard, the researcher taught learners how to analyze sentences regarding their meaning/use, provide possible contexts, and describe the forms. Thus, the purpose of the present study was to investigate the effect of grammar analysis tasks in flipped classrooms on the acquisition of past progressive tense of Iranian EFL learners. To this end, 120 learners were homogenized using a pet and were divided into two groups. All the students took the pretest of grammar. During six sessions of treatment, learners in experimental group were taught using grammar analysis tasks, and in control group the rules explicitly were given to the learners. Then, they took the posttest of grammar. The results revealed that the learners in experimental group outperformed their counterparts in control group.
The above abstract is a part of the article which was accepted at The Third International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.TLLL.IR), 31 January-1February 2019 , Ahwaz.
