Earticle

초록

영어

The present study sought to investigate whether (i) the types of output task or (ii) the difficulty levels of target forms would have different effects on the learning of target language forms. To this end, three intact classes at Korean high school (64 female students) were divided into three experimental groups. They were asked to complete picture-cued writing tasks, reconstruction tasks, or essay writing tasks, which involved two target forms at different difficulty levels. Both the pretest and posttest were designed to assess the learners’ knowledge of the target language forms prior to and after the treatments. The results showed that the picture-cued writing and reconstruction tasks were more effective than the essay writing task in the learning of the relatively less difficult form. On the other hand, in learning the more difficult form, the students who completed the picture-cued writing task outperformed those who carried out the reconstruction or essay writing tasks. Pedagogical implications are discussed.

목차

Abstract
 1. 서론
 2. 이론적 배경 및 선행연구
  2.1. 외국어 학습 발달에서 출력의 역할
  2.2. 출력과업의 유형이 외국어 학습에 미치는 영향
  2.3. 언어 형태의 난이도 수준에 따른 출력과업의 효과
 3. 연구 방법
  3.1. 연구 참여자
  3.2. 연구 도구
  3.3. 실험 절차
  3.4. 자료 분석
 4. 결과 및 논의
  4.1. 실험집단 간 목표언어 형태에 대한 사전 동질성 검증
  4.2. 출력활동의 유형 및 언어 형태 난이도 수준이 목표언어형태 학습에 미치는 영향
 5. 결론
 참고문헌

저자

• 조윤경 [ Yunkyoung Cho | 부경대학교 ]

참고문헌