الفهرس Only 14 pages are availabe for public view
 |  | from | 240 |  |  |
| | | from | 240 | | |
Abstract
The present study aimed at investigating the effectiveness of a strategy designed in the light of Task-Based Instruction and some focus on form techniques on second year preparatory students’ learning of grammatical structures and using them in written expression.
Two second year preparatory classes were randomly selected from Taba Preparatory School for Girls, in the academic year 2007-2008 (one class as an experimental group and the other as a control group). Students in the experimental group received instruction through the proposed strategy over a period of a school term (approximately 20 hours); while students in the control group received regular instruction.
By the end of the treatment, grammar and writing post-tests were administered to both the experimental and control groups. The results showed evidence that there was statistically significant difference between the mean scores of the experimental and control groups on the grammar post-test at 0.01 level in favor of the experimental group. Similarly, the results showed evidence that there was statistically significant difference at 0.01 level between the mean scores of the experimental and control groups on the writing post-test in favor of the experimental group. Besides, it showed improvement in the experimental group students’ performance in the grammar and writing pre-post tests in favor of the post-tests.
It was concluded that the proposed strategy was effective in developing second year preparatory students’ mastery of the target grammatical structures and their ability to use these structures in written expression.