Input Flooding: A Factor to Improve Iranian Pre-Intermediate EFL Learners’ Structural Accuracy

Abstract

The present study was conducted to investigate the effect of implicit focus on form through input flooding on structural accuracy. To fulfill the purpose of the study, 43 Iranian pre-intermediate EFL learners of one of the language institutes were chosen by means of administering the homogeneity (KET) test. These learners were pretested through a structured interview to check their current accuracy level regarding the oral production of five structures. Based on the results of the pretest, two matched groups, one as the control group and the other as experimental group, were formed. Then, the two groups were provided with tasks through listening about the target structures in the study. Of course, the experimental group underwent focus on form implicitly through input flooding while the control group was not provided with it. After twenty sessions of treatment, each ninety minutes, the two groups were post tested through another structured interview. The data obtained from instruments used in the present study indicated that the instructional treatment, input flooding, did not have a significant effect on the acquisition of the target forms. The analyses of the data were done through the analysis of variance (ANOVA).