Proceduralization and Transfer of Linguistics Knowledge as a Result of Form-focused Output and Input Practice

Abstract

This study compared the effects of two types of form-focused tasks on proceduralization and transfer of linguistics knowledge in case of English modals. All participants of the study attended pretests, posttests and delayed posttests. The procedural comprehension and production knowledge were measured through the groups" performance on a timed dual task test that resembled the context of practice. The transfer of knowledge was measured by evaluating the performance of participants on a timed dual task test in a context dissimilar from or reverse to the practice context. Proceduralization and Transfer of Linguistics Knowledge…Three intact classes of intermediate EFL learners were randomly assigned to experimental and control groups. The output group (n= 27) received explicit grammar instruction and a combination of three output practice, while the input group (n=25) received explicit instruction and a combination of three input practice. Identical texts were exposed to the control group (n=25) through listening and reading tasks. The texts were followed by some questions irrelevant to English modals. On the procedural knowledge posttests, the experimental groups outperformed the control group. The participants were able to transfer the knowledge to dissimilar contexts. The results may help language teachers design more effective activities for the learners considering the institutional constraints.

Targeting accuracy in foreign language teaching: The role of practice type in learning unsalient grammatical aspects

“…That is, the results of this study suggest that if sufficient practice of different variety is provided, it helps foreign language learners develop receptive and productive modes of L2 knowledge. The results are in line with earlier findings that input‐based and output‐based practices result in the acquisition of both receptive and productive knowledge (Fakharzadeh & Youhanaee, 2015; Cerezo, Caras & Leow, 2016; Nazari, 2013; Yamashita & Iizuka, 2017).…”

“…This study investigated the effect of input-based practice and output-based practice on the acquisition of complex English infinitival structures. The results showed that there were significant differences between participants' perfor- based practices result in the acquisition of both receptive and productive knowledge (Fakharzadeh & Youhanaee, 2015;Cerezo, Caras & Leow, 2016;Nazari, 2013;Yamashita & Iizuka, 2017).…”

“…The output group, on the other hand, performed as accurately on the delayed post‐test as on the immediate post‐test. Fakharzadeh and Youhanaee (2015) argued that either of task types effectively resulted in acquisition as indicated in learners' comprehension and production of target structures due to the fact that the practice phase in their study lasted longer (12 weeks) than the reported studies in the literature.…”

“…Furthermore, Fakharzadeh and Youhanaee (2015) compared the effects of input and output tasks on acquisition of English modal verbs by Persian EFL learners. Acquisition (of implicit knowledge) was considered as procedural knowledge if learners were able to automatically process target structures.…”