Earticle

초록

영어

The present study investigates the effects of controlled writing tasks on L2 college students' grammatical knowledge gains. Eighty-two participants with a low-intermediate English proficiency level were randomly assigned to an ordering task group, a grammatical transformation group, and a control group. In the study, a background questionnaire, pre- and post-grammar learning strategy questionnaires, and pre-, post-, and delayed grammar recognition tests were utilized. The findings of the study reveal that ordering tasks showed a significant effect on learners' short-term grammar gains while the two controlled writing conditions, ordering and grammatical transformation tasks, were more influential than the control group was on long-term memory. In addition, learners involved in ordering tasks indicated a positive attitude towards affective grammar learning strategies. This research raises several pedagogical implications and also offers suggestions on how language educators could implement the findings of this study into their L2 grammar instruction.

목차

I. Introduction
 II. Literature Review
  A. The Definition of Writing in L2 Learning
  B. Previous Studies on Controlled Writing and Grammar Acquisition
 III. Methods
  A. Participants
  B. Instruments
  C. Procedures
  D. Data Analyses
 IV. Results and Discussion
  A. Results for the Posttests in Grammar Acquisition
  B. Results for the Delayed Test in Grammar Acquisition
 V. Conclusions
 References
 Abstract

키워드

저자

• Young Ah Cho [ Gwangju University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학21 [English21]

• 간기

  계간

• pISSN

  1738-4052

• 수록기간

  1967~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 820