One of the main goals of second language learners is to develop awareness of the structure of language (Bialystok, 1989). To achieve this goal, there has been a paradigm shift from form-focused to meaning-focused type of instruction over the years. However, in the recent years through a number of research, some researchers have explored the effectiveness of switching back to form-focused grammar instruction (FFGI) to develop proficiency in a language. Motivated by this 'pendulum-shift' to pedagogical grammar, the researcher investigated the effectiveness of FFGI and its relationship to two macro skills in language development, speaking and writing. This study aimed to explore the effects of form-focused grammar instruction (FFGI) on grammar accuracy, oral and writing proficiency. It also aimed to establish the correlation between oral and writing proficiency after the participants' exposure to FFGI. The study adopted a one-group pretest-posttest design. An oral exam by Cromwell and an online writing test for writing proficiency were administered to the participants of the study. Afterwards, the participants were exposed to the intervention (FFGI). The same tests in the pre-test were administered during post-test. The findings revealed that there was a significant difference in the participants' pre- and post-test scores in the grammar accuracy test. Conversely, there was no significant relationship between grammar accuracy and oral and writing proficiency. It was concluded that FFGI can contribute to the to the improvement of grammar accuracy of students. However, knowledge of grammar rules does not automatically result in oral and writing proficiency.
Richard Lamban Oandasan, Midway Maritime Foundation Inc, Philippines
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