Earticle

초록

영어

The present study investigated college students’ perception of and attitude toward the role of grammar and effective grammar instruction in a reading class in Korea. A questionnaire composed of twenty-seven close-ended questions and four open-ended questions was used to collect data from ninety-nine university students. The data were analyzed both quantitatively and qualitatively. The findings of the study showed that: 1) the participants found grammar study stressful, tedious, and difficult, while recognizing it was important for improvement of their overall English proficiency; 2) students were not confident in their grammatical competence; 3) they felt that grammatical knowledge facilitated L2 reading comprehension; 4) they preferred the use of inductive grammar instruction in reading classes as they believed that the inductive approach allowed them to participate in the learning process actively by discovering rules by themselves, which they considered conducive to long-term memory; and 5) the participants expressed their distaste for the meaning-deprived, rote learning of grammar, hoping to study the subject with ample examples and opportunities to use their grammatical knowledge in actual communication situations instead. This study draws attention to the importance of context-embedded and production-oriented grammar instruction in reading classes.

목차

Abstract
 I. 서론
 II. 이론적 배경
  2.1 영어독해 수업에서의 문법의 역할
  2.2 영문법 교수 방법에 대한 이론적 배경
  2.3 영문법 학습 및 교수 방법에 대한 학습자들의 인식에 관한 선행 연구
 III. 연구 방법
  3.1 연구 대상
  3.2 연구 도구
  3.3 연구 절차
  3.4 자료 분석
 IV. 연구 결과
  4.1 영문법 및 영문법 학습에 대한 태도
  4.2 스스로의 영문법 능력에 대한 인식
  4.3 영어독해 수업에서의 문법 학습의 필요성
  4.4 영어독해 수업에서의 효과적인 문법 교수 방법
  4.5 개방형 질문에 대한 학습자들의 의견
 V. 논의 및 결론
 인용문헌

키워드

저자

• 최수정 [ Choi, Soo Joung | 연세대학교 ] 제1저자
• 최종갑 [ Choi, Jong Gab | 연세대학교 ] 교신저자

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [Studies on English Language & Literature]

• 간기

  계간

• pISSN

  1226-8682

• 수록기간

  1972~2020

• 십진분류

  KDC 840 DDC 820