Recently, ELT has witnessed the debate over different views toward language teaching .Regarding language teaching, there are different views: non-interventionist and interventionsit.Taking the second view into consideration, different methods of language instruction including Focus on form instructions have been employed to help second language learners master a new language. The present study tries to investigate the effects of focus on form instruction based on the proactive and reactive focus on form models on Iranian EFL female learners’ grammar knowledge. The study was conducted among 75 learners who were divided into three equal groups. First, the OPT was administered in order to homogenize the groups. One of the groups was instructed with proactive techniques, the other group with reactive focus on form. Before starting the treatment, a pre-test was administered. After six sessions of instruction, a post-test was conducted. In order to find any significant relationship between the variables, statistical analysis was employed. The findings revealed that students in both proactive and reactive groups. The mean of scores in the control group was higher than the students in both proactive and reactive groups. It was concluded that there is no significant difference between the proactive and reactive groups, and traditional deductive methodemployed in the control group is more effective than both of them.
