چکیده:
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. Email address: mfakharzade@shbu.ac.ir Corresponding Address: English Language Department, Faculty of Foreign Languages, Sheikhbahaee University, Olfat St. Baharestan, Isfahan, Iran. P.O. Box: 81431-53784 Phone number: +98 31 36803772 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.
خلاصه ماشینی:
"Proceduralization and Transfer of Linguistics Knowledge as a Result of Form- focused Output and Input Practice Mehrnoosh Fakharzadeh* Assistant Professor of Applied Linguistics, Sheikhbahaee University, Isfahan, Iran Manijeh Youhanaee Assistant Professor of Language and Linguistics, University of Isfahan, Isfahan, Iran Received 2 January 2014; revised 18 December 2014; accepted 28 January 2015 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.
Focus of attention or lack of it was the criterion operationalized in two ways: first, for measuring implicit knowledge, the task required primary focus on meaning, and second, introduction of task duality, requiring the participants to write the number of beep sounds while answering test items, which was adopted from DeKeyser (1997), partly guaranteed that they were deprived of the opportunity to draw upon their controlled processing.
The results indicate that on the measures of proceduralized/implicit knowledge, where the participants' attention was distracted from the target structure through time pressure, dual-tasks, and irrelevant items, the experimental groups were able to process and produce the target structure.
Thus, explicit instruction on the rules and function of English modals followed by three types of input or output practices significantly contributed to their language development by helping them absorb the target structure and proceduralize the related knowledge.
The performance of the control group on the TDGJ posttest as an index of procedural knowledge showed that implicit learning is impossible if the learners are merely exposed to limited number of examples of the target feature and much more exemplars are needed, or at least some degree of attention is required to integrate the linguistic items into the interlanguage."