@article { author = {Esteki, Masood and Tavakoli, Mansoor and Amiryousefi, Mohammad}, title = {The Effects of Different Pedagogical Interventions on EFL Learners’ ‎Receptive and Productive Knowledge of Formulaic Sequences}, journal = {Journal of English Language Teaching and Learning}, volume = {12}, number = {25}, pages = {95-130}, year = {2020}, publisher = {University of Tabriz}, issn = {2251-7995}, eissn = {2676-6876}, doi = {10.22034/elt.2020.10677}, 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.‎}, keywords = {input enhancement,Explicit ‎instruction,Input flood,Gap-fill ‎tasks,Formulaic sequences,‎Receptive knowledge,Productive knowledge ‎}, url = {https://elt.tabrizu.ac.ir/article_10677.html}, eprint = {https://elt.tabrizu.ac.ir/article_10677_fcdcf8f090ccf8ef0c36e6e79e059a1d.pdf} }