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

Abstract EN

Several studies have examined the effect of explicit and implicit teaching strategies on different areas of grammar.

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 (Control Group), and the other class received input flood teaching strategy (Experimental Group).

The results showed that although both groups improved 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