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
한국언어연구학회 [The Korean Association of Language Studies]
설립연도
1996
분야
인문학>언어학
소개
한국언어연구학회는 언어학과 언어교육 분야의 연구를 통하하여 학문의 질적 향상과 국내외 회원 및 학회간의 학술 교류와 친목을 도모한다. 이를 위해 학술 연구 발표회, 강연회, 강습회를 개최하고, 정기학회지, 연구보고서, 서적 등을 간행하며, 그 밖에 지역사회에 필요한 사업과 연구 활동을 수행하는데 중점을 두고 있다.