Abstract
The purpose of this study was to investigate whether Grammar Consciousness Raising (GCR) tasks can have a more significant effect on the grammatical knowledge of learners than Presentation-Practice-Production (PPP) approach. To this aim, 62 female pre-intermediate students assigned to two groups. The students in the experimental group received GCR treatment while the students in the control group underwent a Presentation-Practice-Production (PPP) method of grammar instruction. The results indicated higher improvement of learner's knowledge of grammar in the experimental group. It is suggested that EFL learners benefit more from GCR tasks and teachers should consider including GCR tasks in their syllabus.
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