Exploring how to use conscious exercises in teaching Persian grammar to non-Persian speakers

One of the influential factors in deep language learning is the usage of consciousness raising tasks in grammar teaching. These tasks facilitate language learning through strengthening the link between grammar rules and the real contexts of using them. This study explored the way consciousness raising tasks are employed in Persian Language Teaching (PLT) series. In so doing, it randomly selected and analyzed three grammatical structures common to the most famous PLT series in Iran. Based on our research, these textbooks mainly follow the Presentation-Practice approach of grammar presentation which leads to high levels of grammatical accuracy. The series use the deductive way of grammar presentation, and do not use the consciousness raising tasks. Although the deductive approach decreases teaching time and involves more accurate explanations, it privileges the idea that language learning doesn’t nead learners` engagement in the learning process. Moreover, it doesn’t cover learners` analytic and holistic learning styles and does not improve their critical thinking. Thus, material developers need to pay more attention to the potentials of the grammatical tasks they employ.