Özet:
Teaching grammar is still a topic of heated debate in second/foreign language
teaching. One major approach to teaching grammar holds that the learners should
receive reactive focus on form in the context of communicative language teaching.
The present study is an attempt to examine the effect of task repetition along with
reactive focus on form on learners’ subsequent accurate output. To achieve this
end, four Iranian intermediate EFL students participated in this study by
volunteering to present lectures while their voices were being recorded. After
transcribing their voices at home, the participants corrected their mistakes and
submitted the draft to their teacher for additional corrections. The revised draft
was returned to the participants to prepare themselves for a second oral
presentation. The comparison of the number of erroneous utterances made in the
first and the second presentations confirmed the positive effect of task repetition
on the participants’ more accurate second oral performance.
