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Five-stage concept checking-based consciousness-raising task sequence for grammar lessons

Design · All designs
Evidence · no claims cited

Description

The article's instructional model divides each grammar lesson into five stages adapted from Harding and Taylor (2005) and Cunningham and Moor (2005): "(1) lead-in, (2) providing input, (3) consciousness-raising tasks, (4) checking and summarizing, and (5) practice." Learners first encounter the target form in contextualized input, then discover rules through pair and group tasks, receive teacher checking and feedback, and finally practice independently without teacher interference. The direct explicit group followed the same sequence except that step 3 replaced tasks with teacher presentation and explanation of the rules.

Design Implications

Context

Requirements

  • Contextualized input (reading or listening) containing examples of the target structure
  • Pair and group work on rule-searched tasks
  • Teacher checking, feedback, and rule summary after the task stage

Constraints

  • The treatment phase lasted eight weeks with 90-minute sessions in this study; both groups received the same amount of time, contextualized input, and practice

Target Learners

  • EFL high school students at pre-intermediate level

Learning Goals

  • Discovery of the form and meaning of target grammatical structures
  • Retention and productive use of English tenses

Claims

Examples

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Key Sources

  • Đặng, T. T. Đ., & Nguyễn, H. T. (2012). Direct versus Indirect Explicit Methods of Enhancing EFL Students' English Grammatical Competence: A Concept Checking-based Consciousness-raising Tasks Model. English Language Teaching, 6(1), 112. https://doi.org/10.5539/elt.v6n1p112
Page metadata
Field Value
type design
id five-stage-consciousness-raising-lesson-sequence
title Five-stage concept checking-based consciousness-raising task sequence for grammar lessons
description The article's instructional model divides each grammar lesson into five stages adapted from Harding and Taylor (2005) and Cunningham and Moor (2005): "(1) lead-in, (2) providing input, (3) consciousness-raising tasks,...
status review
generated by process:settle-candidates on 2026-11-03
trust unverified — no one has confirmed this page's content
sources 1 — đặng-2012

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