University of Tabriz Journal of English Language Teaching and Learning 2251-7995 12 25 2020 06 01 The Effects of Different Pedagogical Interventions on EFL Learners’ ‎Receptive and Productive Knowledge of Formulaic Sequences تاثیرات اقدامات آموزشی متفاوت بر دانش دریافتی و دانش مولد ترکیب های قالبی توسط فراگیران زبان ‏انگلیسی 95 130 10677 10.22034/elt.2020.10677 EN Masood Esteki University of Isfahan, Iran Mansoor Tavakoli Department of English Language, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran Mohammad Amiryousefi Assistant Professor of TEFL, University of Isfahan Journal Article 2020 03 01 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.‎ https://elt.tabrizu.ac.ir/article_10677_fcdcf8f090ccf8ef0c36e6e79e059a1d.pdf