This study aims to investigate the effect of input form-focused practice on the proceduralization of English modals. It also addresses the possibility of skills becoming specific to the context of practice. A pre-test, post-test and delayed post-test design was used where the procedural knowledge was specifically operationalized through the groups‘ performance on a timed dual- task JG test, and skill-specificity through a timed dual-task completion test. Two intact classes of intermediate EFL learners were randomly assigned to an input and a control-group. The input-group received explicit grammar instruction and a combination of three input tasks. The control-group was just exposed to the identical texts followed by some questions irrelevant to the target structure. Results showed that on the post-test, the input-group outperformed the control group in both measures of procedural knowledge, and skill-specificity. The group was capable of comprehension as well as production of the target structure.
Fakharzadeh, M. (2014). Proceduralization and Skill-specificity of English Modals as a Result of Input Form-focused Practice. Journal of Foreign Language Teaching and Translation Studies, 3(1), 1-23. doi: 10.22034/efl.2014.79204
MLA
Mehrnoosh Fakharzadeh. "Proceduralization and Skill-specificity of English Modals as a Result of Input Form-focused Practice". Journal of Foreign Language Teaching and Translation Studies, 3, 1, 2014, 1-23. doi: 10.22034/efl.2014.79204
HARVARD
Fakharzadeh, M. (2014). 'Proceduralization and Skill-specificity of English Modals as a Result of Input Form-focused Practice', Journal of Foreign Language Teaching and Translation Studies, 3(1), pp. 1-23. doi: 10.22034/efl.2014.79204
VANCOUVER
Fakharzadeh, M. Proceduralization and Skill-specificity of English Modals as a Result of Input Form-focused Practice. Journal of Foreign Language Teaching and Translation Studies, 2014; 3(1): 1-23. doi: 10.22034/efl.2014.79204
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