Earticle

초록

영어

This study compared the effects of two different types of output-based form- focused tasks (fill-in-the-blanks vs. error correction) on the learning of English articles and prepositions by EFL learners. The participants were 121 Korean university students. They were randomly assigned to two groups based on the different types of output-based tasks: Group A (fill-in-the-blanks) and Group B (error correction). A pretest was administered in Week 1 and the treatment lasted for 12 weeks, followed by a posttest. A questionnaire survey and an interview were also conducted to examine the learners’ perception on the output-based instruction. Both treatment groups showed improvement in learning these target forms. Group A performed significantly better than Group B in learning English articles, which seems to underscore the importance of deeper cognitive processing involved in language learning. This result provides empirical evidence that the fill-in-the-blanks tasks can be particularly effective for teaching English articles in the EFL classroom. However, no significant difference was observed between the groups in learning English prepositions, which suggests that different types of grammar instruction can be effective for different target forms.

목차

Abstract
 1. Introduction
 2. Literature Review
  2.1 Form-focused Grammar Instruction in L2 Learning
  2.2 Input-based and Output-based Instruction
 3. Research Design
  3.1 Participants and Instructional Context
  3.2 Procedure
  3.3 Data Analysis
 4. Result and Discussion
  4.1 Output-based Instruction in Learning Articles
  4.2 Output-based Instruction in Learning Prepositions
  4.3 Participants' Perspectives towards Output-based Grammar Instruction
 5. Conclusion
 References

저자

• Eun Joo Moon [ 문은주 | Pai Chai University ] first author
• Jae Kyung Kim [ 김재경 | Pai Chai University ] Corresponding author

참고문헌