Abstract:

The purpose of the present study is twofold. In its theoretical part, it attempts to examine the bidirectional ties between (SLA) research and (EFL) teaching. The authors argue that the major dilemma in both disciplines is rooted in the fact that our practices in both fields appear to violate the basic premises of the “Law of Equilibrium”; the “Principle of Contrastiveness” and “Paradigm Shift” philosophy introduced by Professor Thomas Khun. In its experimental part, the present study reports the results of an experiment on 15 foreign language learners, with a view to examining the relationship between conscious and explicit knowledge of grammar; their written output and their performance in ‘unfocused and focused correction’ tasks. Examining such an issue is worthwhile for its theoretical and pedagogical perspectives. The results obtained will be examined for both linguistic and cognitive psychology perspectives.

Keywords:

(SLA) research, (EFL) teaching, conscious knowledge, L2 writing and error correction.