Earticle

초록

영어

The current study sought to examine the effects of the explicitness of focus-on-form instruction on grammar learning. It also investigated whether the relative difficulty level of target forms and the learners’ prior knowledge of the target forms would mediate the effects of focus-on-form instruction. To this end, 146 college students in three classes at a local university were asked to receive one of the three techniques of focus-on-form instructions differing in the degree of explicitness: explicit rule explanation, consciousness-raising task, and input enhancement. The analyses on the posttests showed that the consciousness-raising tasks were most effective in learning the two target forms. Furthermore, the learners’ prior knowledge and the relative difficulty levels of target forms also mediated the effects of focus-on-form instructions. Pedagogical implications and further research directions are discussed. (Pukyong National University)

목차

Abstract
1. 서론
2. 이론적 배경 및 선행연구
2.1. 형태초점 교수법의 명시성 수준
2.2. 목표언어형태의 특성에 따른 형태초점 접근법의 효과
3. 연구 방법
3.1. 연구 참여자
3.2. 연구 도구 및 실험 절차
3.3. 자료 분석
4. 결과 및 논의
4.1. 실험집단 간 사전 동질성 검증
4.2. 형태초점 교수법의 명시성 정도와 학습자의 사전지식 수준이 준동사 학습에 미치는 영향
4.3. 형태초점 교수법의 명시성 정도와 학습자의 사전지식 수준이 가정법 과거완료 학습에 미치는 영향
5. 결론
참고문헌

키워드

형태초점 명시성 명시적 암시적 난이도 사전지식 의식고양 입력 강화 focus on form explicitness explicit implicit difficulty prior knowledge consciousness raising input enhancement

저자

• 조윤경 [ Yunkyoung Cho | 부경대학교 교수 ]

참고문헌

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