Yilmaz, Adnan2025-03-232025-03-2320181305-578Xhttps://search.trdizin.gov.tr/tr/yayin/detay/318258https://hdl.handle.net/11486/4047Based on Larsen-Freeman’s (2001) three-dimensional (form-meaning-use) framework of grammar teaching, thisstudy aimed to investigate which type of clause (noun, adjective or adverbial) was the most challenging forsecond/foreign language (L2) learners in writing skills. Depending on the results of a diagnostic test prepared inaccordance with the form-meaning-use triangulation, Noun Clauses (NCs) were found to be the most challengingtype for students studying in the Department of English Language Teaching at a state university in Turkey.Determining NCs as the most challenging type, a NCs test grounded on the same framework was given to thestudents as the pretest to examine their available knowledge of NCs. After the pretest, the students went througha nine-hour intensive treatment phase consisting of three sessions to instruct NCs with regard to the form-meaninguseframework. The treatment stage was followed by the posttest to examine the progress that students had madeduring the treatment phase. The quantitative analysis of the obtained data revealed a remarkable improvement inthe students’ knowledge of NCs in writing skills. Based on this finding, it can be concluded that the form-meaninguseframework enables effective and efficient instruction in the language classroom.eninfo:eu-repo/semantics/openAccessEğitimEğitim AraştırmalarıArticle1433755318258