Proceduralization and Skill-specificity of English Modals as a Result of Input Form focused Practice

This study aims to investigate the effect of input formfocused practice on the proceduralization of English modals. It also addresses the possibility of skills becoming specific to the context of practice. A pretest, posttest and delayed posttest design was used where the procedural knowledge was specifically operationalized through the groups‘ performance on a timed dual task JG test, and skillspecificity through a timed dualtask completion test. Two intact classes of intermediate EFL learners were randomly assigned to an input and a controlgroup. The inputgroup received explicit grammar instruction and a combination of three input tasks. The controlgroup was just exposed to the identical texts followed by some questions irrelevant to the target structure. Results showed that on the posttest, the inputgroup outperformed the control group in both measures of procedural knowledge, and skillspecificity. The group was capable of comprehension as well as production of the target structure.