چکیده:
This study sought to investigate the effects of Explicit Instruction in combination with Input Enhancement (EI+IE), Input Flood (IF), and Gap-fill (GF) tasks on receptive and productive knowledge of English formulaic sequences (FS) by Iranian intermediate EFL learners. Assigned to three experimental groups, the 110 participants took the receptive and productive knowledge pretests, posttests, and delayed posttests. Findings of within-group (repeated-measures ANOVAs) and between-group (ANCOVAs) tests showed that while IF could not promote learners' performance, both the EI+IE and the GF could improve learners’ receptive and productive knowledge of target FSs from pretests to posttests and retained the effects until the delayed posttests. Additionally, both EI+IE and GF groups significantly outperformed the IF group at the immediate posttests. That is, the results from EI+IE did not differ significantly from those of GF. Plausible accounts for the obtained results are provided and the implications are discussed.
خلاصه ماشینی:
The Effects of Different Pedagogical Interventions on EFL Learners’ Receptive and Productive Knowledge of Formulaic Sequences* Masood Esteki** PhD Candidate of TEFL, Faculty of Foreign Languages, University of Isfahan, Iran Mansoor Tavakoli*** (Corresponding Author) Professor, Faculty of Foreign Languages, University of Isfahan, Iran Mohammad Amiryousefi**** Associate Professor, Faculty of Foreign Languages, University of Isfahan, Iran Abstract This study sought to investigate the effects of Explicit Instruction in combination with Input Enhancement (EI+IE), Input Flood (IF), and Gap-fill (GF) tasks on receptive and productive knowledge of English formulaic sequences (FS) by Iranian intermediate EFL learners.
Findings of within-group (repeated-measures ANOVAs) and between-group (ANCOVAs) tests showed that while IF could not promote learners' performance, both the EI+IE and the GF could improve learners’ receptive and productive knowledge of target FSs from pretests to posttests and retained the effects until the delayed posttests.
The paucity of research is even more severe in case of classroom techniques and practices to ease the acquisition of FSs. AlHassan and Wood (2015), Čolović- Marković (2012), Friginal (2013), Alkazemi and Grami (2016), Jones and Haywood (2004), Millar (2011), Nguyen (2014), Rott (2009) are examples of the few studies providing empirical evidence of the effectiveness of classroom intervention techniques.
Using the key factors mentioned above, the present study was designed to examine the effectiveness of (i) Input Enhancement + Explicit Instruction, (ii) input flood, and (iii) Collaborative Gap-fill tasks on the acquisition of English FSs by Iranian intermediate EFL learners.