This study aims to examine the relationships between the learners' task preferences (input vs. output, deductive vs. inductive, individual vs. group work) and task performances (noticing, successful uptake, and achievement in grammar instructions). The findings showed that task performances were influenced by L2 learners’ instructional preferences. The input or inductive preferences were negatively correlated with the performance in input-oriented instruction, while they performed well when the task type matched their preference, for example, output preference with output instruction. In addition, the low levels preferred the input or deductive styles while the high levels preferred the output-based instruction. Therefore, we should take into account L2 learners’ learning preferences or styles when deciding the types of instructions in grammar teaching.

 I. Introduction  II. Literature Review   1. Learner Preferences   2. Grammar Tasks  III. Method   1. Research Questions   2. Research Procedure and Instrument   3. Data Analysis  IV. Results   1. Grammar Tasks and Learner Preferences   2. Grammar Tasks and Learner Preferences in Terms of Proficiency   3. Instructional Options  V. Conclusion  References  Appendix

• Dongho Kang(Seoul National Univ. of Science & Technology)