Earticle

초록

영어

The purpose of this study is to explore how Korean college students feel the ways of explicit explanation and participatory learning in English grammar course. For the study, 34 students who enrolled in a grammar course for 2012 spring semester were encouraged to explain their own personal history and expectations of learning English grammar. After 16 weeks of the classes based on explicit explanation and participatory pair or group work, the students were asked about their feelings of the ways of learning English grammar. They showed positive attitudes of explicit explanation by the teacher, discussion with their classmates in the class, and group presentation. They were especially challenged by the task of finding some sentences in authentic materials. However, they learned how to negotiate and to collaborate in order to complete the task successfully. As a result, they enhanced their grammar ability at the same time. Pedagogical implications of this study are also addressed.

목차

Abstract
 1. 서론
 2. 이론적 배경
  2.1. 의미중심 형태교수
  2.2. 명시적 문법 설명의 필요성
 3. 연구방법
  3.1. 연구 소재지와 참여자들
  3.2. 수업의 구성
  3.3. 연구도구
 4. 분석 결과 및 토의
  4.1. 학기 초 영문법 학습에 대한 학습자들의 태도와 기대
  4.2. 참여 학습과 명시적 수업에 대한 긍정적 태도
  4.3. 영어 문법 실력 향상
  4.4. 협동 학습과 실생활 자료 활용의 유용성에 대한 인지
 5. 결론
 참고문헌

키워드

영문법 교수 명시적 설명 학습자 참여 실생활 자료 활용 입력 출력 English grammar teaching explicit explanation learners’ participation use of authentic materials input output

저자

• 서영미 [ Young-Mee Suh | 이화여자대학교 ]

참고문헌

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