Earticle

초록

영어

This study investigated intra-learner variation in the effects of implicit and explicit focus on form (FonF) on second language (L2) acquisition of the English passive, an interface construction. The study employed a pretest-posttest-delayed posttest design, with five treatment sessions between the pretest and posttests. Implicit FonF was operationalized as textual enhancement (TE), and explicit FonF as consciousness-raising (C-R). Five different outcome measures were utilized to examine the respective treatment effects on the form, meaning, and function of the passive. Data were collected with four Korean high school students, two engaging in TE and the other two in C-R, whose developmental routes through the experiment were analyzed quantitatively and qualitatively. The results of the analysis showed that implicit and explicit FonF led to differential variation within each learner, not only across the outcome measures but also over time, yet were suggestive of a potential benefits to each for the different domains encompassed in the passive. These results are further discussed in relation to the learners’ proficiency levels and the types of errors they produced.

목차

Abstract
I. Introduction
II. Literature Review
1. Previous Research on Implicit and Explicit FonF
2. Intra-Learner Variation
3. Research Question
III. Research Method
1. Participants
2. Target Construction
3. Pedagogical Treatment
4. Outcome Measures
5. Method of Analysis
IV. Results
1. Summary of the Results of Jung (2019)
2. The Analysis of Intra-Learner Variation
V. Discussion
IV. Conclusion
References

키워드

저자

• Ji-Yung Jung [ Seoul National University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  외국어교육 [Foreign Languages Education]

• 간기

  계간

• pISSN

  1226-4628

• eISSN

  2384-1427

• 수록기간

  1995~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 705 DDC 405