While research into various dimensions of language learning strategies has been thriving over the recent years, grammar learning strategies (GLS) have largely remained under-explored. The present mixed methods research aimed to explore GLS in the three stages of classroom grammar tasks, while striving to determine the sequence of GLS and their contribution to grammar proficiency. In the qualitative phase, 13 participants partook in stimulated recall and semi-structured interviews after completing consciousness-raising (CR) tasks. Then, the grounded theory (GT) methodology was applied to conceptualize a theoretical model. For the quantitative phase, a modified version of Pawlak’s Grammar Learning Strategy Inventory and a grammar proficiency test were administered to 249 participants. The theoretical model of GT indicated that learners set goals and expected an outcome in the ‘forethought’ phase. Then, they employed strategies to pay attention to the form or meaning of the grammatical feature. Learners also attempted self-instruction by using facilitators in the ‘performance’ phase. Furthermore, their self-evaluation played an essential role in the ‘self-reflection’ phase. The results also indicated an interplay between the forethought and self-reflection phases, whereas the interaction between the performance phase and the other two phases appeared to be unidirectional. Additionally, it was revealed that GLS in the forethought and self-reflection phases as well as ‘total grammar strategy use’ significantly predicted grammar proficiency. The findings will serve classroom pedagogy via contributing to the body of knowledge about strategy instruction in general and GLS in particular.

尽管近年来对语言学习策略各个方面的研究一直在蓬勃发展，但语法学习策略 (GLS) 在很大程度上仍未得到充分探索。目前的混合方法研究旨在探索课堂语法任务三个阶段的 GLS，同时努力确定 GLS 的顺序及其对语法熟练度的贡献。在定性阶段，13 名参与者在完成意识提升 (CR) 任务后参加了刺激性回忆和半结构化访谈。然后，应用扎根理论（GT）方法来概念化理论模型。在定量阶段，对 249 名参与者进行了修改版的 Pawlak 语法学习策略清单和语法能力测试。GT 的理论模型表明，学习者在“深思熟虑”阶段设定目标并期望结果。然后，他们采用策略来关注语法特征的形式或含义。学习者还尝试通过在“表现”阶段使用辅导员进行自我指导。此外，他们的自我评价在“自我反思”阶段发挥了重要作用。结果还表明，预想阶段和自我反思阶段之间存在相互作用，而表现阶段与其他两个阶段之间的相互作用似乎是单向的。此外，据透露，在深思熟虑和自我反思阶段以及“总语法策略使用”阶段的 GLS 显着预测了语法熟练度。