Proceduralization and Transfer of Linguistics Knowledge as a Result of Form- focused Output and Input Practice

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. 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.