Earticle

초록

영어

This study attempts to probe into the role of written languaging(WL) in L2 linguistic accuracy by determining the extent to which WL contributes to enhancing L2 learners’ language recognition and production of the target grammar features. 95 EFL learners were randomly assigned to the three groups: 30 participants in the +WL group were exposed to grammar explanation on the target forms and asked to engage in WL while performing an individualized dictogloss task, 32 participants in the –WL group received grammar explanation on the target forms and performed an individualized dictogloss task without WL and 33 control group participants only took a pretest and posttest without involving any instructional intervention. Statistical analyses revealed that the +WL group scored higher than the –WL group and the control group in both post-recognition and post-production tests. Pedagogical implications of the findings are discussed and the limitations of the study are also addressed. (Jungwon University)

목차

Abstract
1. Introduction
2. Review of Literature
2.1. Theoretical Framework of Languaging
2.2. Empirical Research Evidence on Languaging
3. Methodology
3.1. Participants
3.2. Target Grammar Features of the Study
3.3. Instructional and Assessment Materials
3.4. Experimental Procedure
4. Discussion and Results
4.1. The Homogeneous Test
4.2. Facilitative Effect of WL
4.3. Effect of WL on Learners’ Recognition
4.4. Effect of WL on Learners’ Production
5. Conclusion
References

키워드

언어활동 구어적 언어활동 자기설명 자기비계설정 사회문화이론 문어적 언어활동 Languaging Oral Languaging Self-Explaining Self-Scaffolding Sociocultural Theory (SCT) Written Languaging

저자

• Hee-Jeong Hwang [ Assistant Professor at Jungwon University ]

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간행물