The function of conscious grammatical knowledge in second language learning

Abstract EN

The study assesses the role of conscious grammatical knowledge, and the positions taken on it, with respect to the effectiveness of formal instruction and learning a second language.

The following issues will be discussed with particular reference to the role of conscious grammatical knowledge: Krashen's acquisition versus learning hypothesis, the Monitor model, the critical reactions to them and the effectiveness of formal instruction.

The study aims to analyze the learners’ beliefs and practices concerning conscious grammatical knowledge.

In order to identify the conscious grammatical knowledge by the students in studying English language culture a questionnaire was applied on the second year students, Department of English, College of Education.

Also Post and Pre- Tests were conducted to gather the required data.

The results indicate that the appropriate teaching method has the greatest role to activate the conscious grammatical knowledge and this teaching method can be applied with taking into consideration the learning environment and certainly the learners’ proficiency level.

In the light of the results certain conclusions have been achieved about this topic.