The purpose of this research was to comparatively study the impacts of Task- Based method and Audio-Lingual method on developing English language learners' grammatical knowledge. This quasi-experimental research followed an control group design. The statistical population included female English Language students studying experiential sciences, mathematics and humanities in grade four of high school in Hamedan, district 1. Forty subjects were randomly chosen and, accordingly, assigned to two groups of 20: a control group and an experimental group. Audio-Lingual and Task-Based methods were performed for the control and experimental groups, respectively. After the administration and scoring of standard English language test for the both groups, the data analysis on the basis of covariance indicated that there was a significant difference between the performances of two groups. Therefore, it can be suggested that teachers should employ task-based method to develop their learners' grammatical knowledge.
Attar, M. (2018). Comparing the Impact of Task- Based Method with that of Audio - Lingual Method on Developing English Language Learners' Grammatical Knowledge. Teacher Professional Development, 2(4), 63-74.
MLA
Mahan Attar. "Comparing the Impact of Task- Based Method with that of Audio - Lingual Method on Developing English Language Learners' Grammatical Knowledge". Teacher Professional Development, 2, 4, 2018, 63-74.
HARVARD
Attar, M. (2018). 'Comparing the Impact of Task- Based Method with that of Audio - Lingual Method on Developing English Language Learners' Grammatical Knowledge', Teacher Professional Development, 2(4), pp. 63-74.
VANCOUVER
Attar, M. Comparing the Impact of Task- Based Method with that of Audio - Lingual Method on Developing English Language Learners' Grammatical Knowledge. Teacher Professional Development, 2018; 2(4): 63-74.
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