DOES FORM-FOCUSED INSTRUCTION AFFECT L2 LEARNERS PERFORMANCE? : FOCUS ON GRAMMATICALLY JUDGMENTS

It is one of the goals of research in applied linguistics to gain insight into the process and mechanisms of second language acquisition. The cornerstone and the single most fundamental change in perspective on the nature of language and language learning is, perhaps, the focus on learners as active creators in their learning process, not as passive recipients. The present study has two goals. First, it aims at investigating advanced students ’ metalinguistic ability in solving multidimensional grammatical problems. Second, it is, also, an attempt to highlight the role of focus on form instructions in shaping L2 learners ’ performance. The subjects of the present study were forty Egyptian students who were in their fourth year of academic study in the Department of English and Literature, Faculty of Arts, Menufia University, Egypt. The instrument of this study consisted of (1) pre-test; (2) post-test; and (3) individual interviews. Two tasks were used: (1) “Sentence Completion ” task, and (2) “Erro