Abstract:
The study was aimed at investigating the effectiveness of a designed model of Discourse Situation in teaching English as a Foreign Language ( EFL ), specifically to determine whether it can raise learners' awareness on the cohesion of grammatical particles in the discourse, whether it can promote learners' interaction with one another, and whether it can encourage the development of teaching a foreign language in EFL settings. The subjects of the study comprised 18 third-year, Finance-major students in a mixed-proficiency classroom at a university in Thailand. The study, conducted within five weeks, focused on teaching grammar through the whole discourse instead of through separate sentences. The results report some significant findings, suggesting that low-proficiency learners can benefit most from the designed model in a mixed-proficiency class. The study reveals that the model can elevate learners' awareness on the cohesion of conjunctions, promote interaction among learners, and distribute portions of learners' word production.