THE STUDY OF “INPUT-BASED INSTRUCTION” AND “PRODUCTION-BASED INSTRUCTION” TO TEACHING ENGLISH PREPOSITION

Abstract

ABSTRACT This study aimed to compare the effectiveness of the “Input -based instruction” and the “Production -based instruction” approaches to teaching the English prepositions of place and time ‘in’, ‘on’, and ‘at’. Forty-six Mae Fah Luang University students who studied English 2 in semester 1/2015 were selected after analyzing pre-test scores of 100 students from three sections (section 1 = 33, section 7 = 34, and section 24 = 33). During this study, they implicitly learned the English prepositions of place and time ‘in’, ‘on’, and ‘at’. Participants were divided equally with each teaching approach applied to one-half of the participants.  The participants took a pre-test, an immediate post-test, and a delayed post-test in order to compare the differences how they retained their memory between these two approaches. T-test was applied to compare the scores of the immediate post-test and the delayed post-test between two groups of participants. The results showed that “Input-based instruction” was effective for low English level students while “Production-based instruction” was effective for students who had a higher English level of long term learning. Keywords : Input-Based Instruction Production-Based Instruction Teaching, English Prepositions