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초록

영어

The purpose of this study was to investigate the effect of corpus-based grammar teaching according to the learners’ English proficiency levels and cognitive styles. A total of 64 Korean high school students in two classes participated in the study. While English proficiency levels of the two classes were not statistically different, one class was chosen as a corpus-based learning group and the other as a traditional instruction group. The students in each group were also identified by both proficiency levels (i.e., high or low level) and cognitive styles (i.e., field-independent or field-dependent). Six grammar items were taught to both groups during an eight-week session. The results showed that the corpus-based grammar teaching was more effective than the traditional instruction especially for low level students. As the students identified as field independent in the corpus-based group showed a higher achievement, it seemed that the student’s cognitive learning style had an influence on grammar learning. In conclusion, the present study suggests that teachers need to consider both learners’ English proficiency and their cognitive styles when planning a corpus based grammar lesson.

목차

I. 연구의 목적 및 필요성
 II. 이론적 배경
  1. 코퍼스 기반 언어 학습에서의 학습자 요소
  2. 코퍼스 언어 학습에 대한 선행 연구
 III. 연구 방법
  1. 연구 대상
  2. 실험 수업 설계
  3. 연구 도구
  4. 자료 분석 방법
 IV. 연구 결과 및 논의
  1. 학습자의 영어 능숙도에 따른 문법 규칙 이해도 차이 분석
  2. 학습자의 인지양식에 따른 문법 규칙 이해도 차이 분석
  3. 실험 집단의 코퍼스 수업 만족도 분석
 V. 결론 및 제언
 Works Cited
 Abstract

키워드

코퍼스 콩코던스 문법 영어능숙도 인지 양식 장의존 장독립 corpus concordance grammar English proficiency level cognitive style field-independent field-dependent

저자

• 김유정 [ Kim, You Jeong | 한국외국어대학교 ] 제1저자
• 윤현숙 [ Yoon, Hyungsook | 한국외국어대학교 ] 교신저자

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