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The Effects of Different Pedagogical Interventions on EFL Learners’ ‎Receptive and Productive Knowledge of Formulaic Sequences

Publish Year: 1399
Type: Journal paper
Language: English
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JR_ELT-12-25_004

Index date: 30 December 2022

The Effects of Different Pedagogical Interventions on EFL Learners’ ‎Receptive and Productive Knowledge of Formulaic Sequences 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. 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.‎

The Effects of Different Pedagogical Interventions on EFL Learners’ ‎Receptive and Productive Knowledge of Formulaic Sequences Keywords:

The Effects of Different Pedagogical Interventions on EFL Learners’ ‎Receptive and Productive Knowledge of Formulaic Sequences authors

مسعود استکی

University of Isfahan, Iran

منصور توکلی

Department of English Language, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran

محمد امیریوسفی

Assistant Professor of TEFL, University of Isfahan

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