| Summary: | The principal purpose of this research was to analyze how grammar errors could be treated through Didacticized-Translation, an interesting option of Awareness-Raising that teachers can use for detecting and overcoming the most relevant grammar errors for students. This study was carried out with 18 students taking the subject Language Structure at Catalinas High school . Data were elicited through classroom observations, questionnaires and interviews with students and teachers. The study showed that when errors are not given attention, they tend to go unnoticed. After the treatment students became aware of important differences between English and Spanish grammar that tend to cause them confusion. The research methodology used was qualitative for classifying the errors that the participants made during their writing tasks. The note-taking technique was used for observations and interviews, and the analytical-descriptive method was also used to analyze and describe the results found in the research. Overall, the results of this study support the effectiveness of activating the awareness of grammar errors through Didacticized-Translation. It also shows that the use of students L1 in certain situations can be beneficial, and it should not be completely banned in class. The students showed a constructive reaction to this new treatment. Errors were considerably reduced.
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