Earticle

초록

영어

The present study seeks to compare the effects of integrated and isolated form-focused instruction(FFI, hereafter) on the learning of a target form. It further examines the effects of learners’ prior knowledge of the target form. To this end, 79 female students at a high school in Busan received one of the three different treatments over four sessions: integrated FFI, isolated FFI, or textbook-based reading instructions. The results showed that those exposed to the integrated and isolated FFI received higher scores on the comprehension posttest than those exposed to the reading instruction. On the production posttest, on the other hand, those who received the integrated FFI had higher scores than those who received the isolated FFI or the reading instruction. However, the interaction effects were not observed between the types of form-focused instruction and the level of the learners’ prior knowledge of the target form.

목차

Abstract
 1. 서론
 2. 이론적 배경 및 선행연구
  2.1. 통합 또는 분리 형태초점 교수법의 정의 및 특징
  2.2. 선행 연구
 3. 연구 방법
  3.1. 연구 참여자
  3.2 연구 도구
  3.3. 실험 처치
  3.4. 자료 분석
 4. 결과 및 논의
  4.1. 실험처치 전 사전 문법지식 수준에 대한 동질성 검증
  4.2. 통합 및 분리 형태초점 교수법과 학습자의 사전 문법지식 수준이 목표언어형태에 대한 이해능력에 미치는 영향
  4.3. 통합 및 분리 형태초점 교수법과 학습자의 사전 문법지식 수준이 목표언어형태에 대한 산출능력에 미치는 영향
 5. 결론
 참고문헌
 부록

저자

• 조윤경 [ Yunkyoung Cho | 부경대학교 ]

참고문헌