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The role of proactive focus on form teaching technique on teaching English prepositions

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Author Affiliations

  • 1University of Benghazi, Libya
  • 2University of Benghazi, Libya
  • 3University of Benghazi, Libya

Res. J. Language and Literature Sci., Volume 6, Issue (3), Pages 1-5, September,19 (2019)

Abstract

The effect of explicit and implicit teaching strategies on different areas of grammar have been examined by several studies. There were different findings and opinions about their effect on teaching learners of English as a second language. This study is an attempt to test two teaching strategies, namely, input flood and deductive teaching, to find out which one has the most influence on learning English prepositions. The study was conducted on 40 female third-year high school students in Benghazi. They were divided into two classes: 20 students in each. One class received deductive teaching strategy (Control Group), and the other class received input flood teaching strategy (experimental group). The results showed that although both groups developed from pre-test to post-test 1 , the improvement of the experimental group in post-test 2 remained one month after the treatment was conducted.

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