Earticle

The present study compares the effects of two types of instruction on text comprehension and the learning of the form, meaning, and grammar of English nouns and verbs in a text: affective input enhancement (Affective IE), which enhances the affective processing of the topic of a second language (L2) text before it is read, without focusing on the linguistic aspects of the text (n = 40); and conceptual input enhancement (Conceptual IE), which enhances the conceptual processing of content words in an L2 text before it is read (n = 43). The results showed that (1) the Affective IE group evaluated the text topic more positively than the Conceptual IE group, (2) the Affective IE group outperformed the Conceptual IE group in the free-recall task as an index of text comprehension, (3) the Conceptual IE group outperformed the Affective IE group in the learning of the meaning of nouns in the text, and (4) the Affective IE and Conceptual IE groups were equally effective in facilitating the learning of the noun forms and the form, meaning, and grammar of verbs in the text. These findings suggest that Affective IE facilitates text comprehension and L2 learning.

이 연구는 형태 초점 접근법인 입력 강화와 입력 처리 기법을 활용한 문법 교수가 한국어 통제 작문의 문법적 정확성에 미치는 유의미한 효과를 확인하고 한국어 교육 현장에서 실제적으로 활용 가능한 통제 작문 교수 방안을 구안하는 데 목표를 두고 있다. 먼저 실험을 위해 전통적 교수 방법의 통제 집단, 입력 강화 교수 방법의 실험 집단 1, 입력 처리 교수 방법의 실험 집단 2의 세 개 집단으로 나누었다. 집단에 따라 목표 문법의교수 방법을 구체적으로 마련한 후 문법 교수를 실시하고 통제 작문에 적용하는 실험을실시하였다. 그 결과 전통적 교수 방법보다 입력 강화 교수 방법의 활용이 통제 작문에 활용하는 문법의 정확성에 더 유의미한 영향을 주었다. 그리고 통제 작문에 활용하는 문법교수는 입력 강화보다 입력 처리 교수 방법이 더 효과가 높았다. 즉 입력 처리 문법 교수방법이 통제 작문의 표현의 정확성에 가장 긍정적인 영향을 미친 것을 알 수 있었다. 이를 통해 통제 작문에 사용되는 문법의 정확성을 높이기 위해서는 전통적 문법 교수보다 형태 초점 교수 방법을 많이 활용해야 하고 형태 초점 교수 방법 중에서도 입력 처리의 문법 교수 방법에 더 많은 초점을 둘 필요가 있음을 확인하였다. 그리고 이것을 바탕으로 통제 작문에 활용하는 문법 교수 방법에 대한 구체적인 교수 방안을 제시하였다. 이 연구는 형태 초점 접근법으로 교수한 문법을 통제 작문에 연계하여 적용함으로써한국어 학습자들이 문법을 규칙으로만 인식하는 데 그치지 않고 실제 의사소통의 사용으로 확대하였다는 의의가 있다. 또한 문법과 쓰기 연계 학습은 실제적 교육 방법으로 한국어 교육 현장에서 활용하는 데 도움을 줄 것으로 기대된다.

The purpose of this study was to test the significant effects, if any, of grammar instructions based on two focus on form, input enhancement and processing techniques, on the grammatical accuracy of controlled writing in Korean. The study also aimed to devise instructional plans for controlled writing actually applicable to the field of Korean education. For experimentation, the subjects were divided into three groups including Control Group following a traditional teaching method, Experiment Group 1 following the input enhancement method, and Experiment Group 2 following the input processing method. In the experiment, the investigator devised specific instructional plans for target grammar according to the groups and then applied different instructional methods to the groups to test their effects on controlled writing. The findings show that the input enhancement method had greater significant effects on the grammatical accuracy of controlled writing than the traditional one and that the input processing method was more effective for controlled writing than the input enhancement one. That is, the input processing method for grammar instructions had the most positive impacts on the expressive accuracy of controlled writing. These findings indicate that form-focused instructional methods should be used a lot more than traditional grammar instructions in order to increase the accuracy and efficiency of grammar used in controlled writing and that a greater focus should be placed on input processing of all the form-focused instructional methods. Based on these findings, the study proposed specific instructional methods for grammar instructional methods used in controlled writing. The study is significant in that it linked and applied grammar taught in the focus on form to controlled writing and thus helped Korean learners expand its uses to theiractual communication beyond regarding grammar only as a rule. In addition, writing study combined with grammar will contribute to its utilization in the field of Korean education as a practical educational method.

A study on the application of focus on form(FonF) in Korean as a Foreign Language Woo, Hyeong-shik The purpose of this paper is to describe the characteristics of the focus on form(FonF), and discuss how the FonF has been applied in grammar education of Korean as a foreign language(KFL). The FonF takes a serious view of integrating the form, meaning and function of grammatical items for appropriate communication in real context. So, FonF has been called as a teaching method in pursuit of accuracy and fluency for the target language. This study in KFL with FonF might include: First, there are many methodical techniques in FonF, but a few of them have been applied in KFL; input enhancement, input processing, recast, dictogloss etc. Second, some grammatical forms and categories have been noticed; adnomial ending, indirect quotation marker, derivative passive, past tense, irregular conjugation, modality, particle etc. Third, the various tasks have been applied for language acquisition; reading materials, listening and selecting, picture test, restructuring of materials and speaking etc. But a lot of problems are left, for example short lesson program, limited selection of forms, and intentional teaching model. So, we have to make up for weakness in forward research of FonF in KFL.

본 연구는 그간 한국어교육에서 수행되어 온 입력 처리 교수에 대한 연구를 통시적인 관점에서 고찰하는 데 목적이 있다. 먼저 입력 처리 교수 모델의 원리와 원칙에 대한 고찰을 통해서 이 연구 분야에서 지켜져야 하는 문제들을 살피기 위하여 연구문제를 도출하였다. 연구문제를 바탕으로 기존에 수행되어 오고 온 11편의 연구 성과를 고찰하였다. 선행연구의 성과로는 시각적 입력 강화와 처리 교수가 학습자의 한국어 문법 습득에 유익하였다는 것을 일관되게 주장하고 있다. 반면에 이 분양의 향후 과제로는 첫째, 시각적 입력 강화와 처리 교수 분야 모두 목표문법의 양을 확대하여야 하고 둘째, 목표문법을 선택할 때 이론의 내용에 적합한 문법을 선택하여야 하며 셋째, 가장 효과적인 시각적 입력강화 방법이 무엇인지를 분석해내야 하며 넷째, 학습자에게 문법 난이도가 높은 항목이 무엇인지를 구체적으로 분석해 냄으로써 문법의 자질을 추출하여야 할 것이다.

In this article I review the prior studies about input processing instruction of Korean Language. I outline a model of input processing, then describe the nature of PI itself, and follow this with a description of research to date on PI in Korean Language Education. I also review research that offers evidence to the findings of my own and others’ research and argue that some of these studies can be considered the problem of research processing. I propose a few implications in the future studies. first, In this fields research have to increase the numbers of target grammar. Second, When researcher select target grammar, According to theoretical basis have to select. Third, try to know what the method of typological input is the most effective. Through analyzing the difficulties of grammar should infer to features of grammar

본 연구는 형태 초점 교수법의 한 종류인 입력 처리 교수(Processing Instruction)를 한국 어 문법 수업에 활용하여 초급 학습자의 문법 성취도에 미치는 효과를 알아보는 데 목적이 있다. 입력 처리 교수는 목표 문법 항목과 입력을 효과적으로 처리하는 전략(strategy)을 명 시적(explicit)으로 설명하여 학습자들의 부적절한 전략을 수정하고 구조화된 입력 활동을 통 해 형태와 의미의 연결을 강화한다. 나아가 학습자들의 문법 정확성(accuracy) 및 유창성 (fluency)까지 동시에 꾀할 수 있는 장점을 지닌다. 따라서 이러한 특징을 활용하여 5주간 전 통적 문법 교수(Traditional Instruction)와 입력 처리 교수의 실제 수업 방법 비교를 통해 입력 처리 교수가 성취도에 미치는 긍정적인 효과를 도출해냈다. 특히, 하위권 학습자들에게 서 유의성을 검증한 것은 실제 교육 현장에 긍정적인 도움이 될 수 있음을 시사한다. 마지막 으로 사후 인터뷰를 통해 정의적 영역에의 긍정적인 부분도 확인할 수 있었다. 향후 연구에서 는 본 연구에서의 제언을 반영하여 입력 처리 교수를 기반으로 한 한국어 문법 교육 연구가 활발해지기를 바란다.

The purpose of this study is to examine the effects of input processing instruction, a type of focus on form, on grammar achievement of beginning learners in a Korean grammar course. Input processing instruction modifies inappropriate strategies of learners by explicitly explaining the strategy to process target grammar items and inputs effectively and processes inputs through structured input activities. Accordingly, it has the advantage of improving both grammar accuracy and fluency of learners. By comparing actual classes based on traditional grammar instruction and input processing instruction for five weeks, positive effects of input processing instruction on achievement were found. In particular, this study showed significant results in low-rank learners, implying that input processing instruction can have a positive influence on the education field. Finally, the post-interview also showed positive aspects of affective domain. Future studies should reflect the suggestions of this study and focus on Korean grammar education using input processing instruction.

In this paper, we propose an efficient real-time multi-user input processing algorithm and protocol forsupporting a number of different types of user input from various input devices. The main objective of thismulti-user input processing algorithm and protocol is to support multiple users to interact simultaneously withthe interactive digital content using a variety of user input devices. This protocol is composed of two parts: theinput terminal and the server. The input terminals are connected to input devices and the 1:1 value obtained bythe selection, calibration, integration, analysis and then transmission to the server to be used for the user input tothe contents. The server processes multi-user input information and applies the input processing algorithm toidentify the user and then pass input information to the desired application. This paper presents the design andimplementation of the multi-user input processing algorithm and protocol. It also describes how to build andexecute a multi-user interactive Unity3D application based on this algorithm.

Lamb waves are extensively used in plate-like structure inspection because of their guided nature. However, their dispersive properties often limit their use in flaw detection and other applications. Dispersion weakens and defocuses interrogating Lamb waves and makes it difficult to accurately interpret signals reflected from defects or boundaries. Time reversal (TR) processing can be applied to compensate for the effect of dispersive Lamb waves. Thus, the TR operation will enable the amplification of dispersive Lamb wave signals by signal compression in time. In this study, experiments are performed in order to examine the refocusing and recovering the initial input waveform in the long range propagation of dispersive Lamb waves in a plate. Two different time reversal processes (regular TR and reciprocal TR or inverse filtering) are tested and the experimental results are compared.

비록 구문분석 원리들에 대한 이론적인 합의는 도출되지 않았으나, 다양한 언어권에서 문장처리방식에 대한 연구 결과들은 성인들의 문장처리방식이 대체로 보편적 양상을 지니고 있음을 제시하고 있다. 본 연구는 성숙한 문장처리 능력을 발달시키는 과정에서 아동들이 습득 대상 언어와 무관한 보편적 발달 궤도를 보이는 지, 발달 초기에는 습득 대상 언어에 최적화된 언어-특수적 처리 양상을 보이다가 언어-보편적 양상으로 이동하는지를 검토하고자 하였다. 5세의 영어 습득 아동들이 성인에게서 볼 수 없는 독특한 문장 해석 오류를 보인 문장에 대응되는 한국어 문장을 4-5세의 한국어 습득 아동과 성인에게 제시하고 문장의 의미를 주어진 사물로 시연하도록 하였다. 그리고 문장을 듣는 동안 제시한 관련, 비관련물체들을 응시하는 비율을 측정하여 실시간 문장 해석 패턴도 관찰하였다. 실험결과, 4-5세 한국어 습득 아동이 성인과 다른 문장 해석 오류를 보였는데, 오류의 양상이 영어습득 아동들과 유사하였다. 이러한 결과를 바탕으로 문장처리 발달 과정의 보편성에 대해 논의하였다.

The present study examined the development of sentence processing by investigating 4-5-year-old Korean-learning children's and Korean-speaking adults' online and offline parsing pattern of sentences comparable to those used in previous English studies, using visual-world eye tracking paradigm. The results showed that unlike adults, Korean children were more likely to consider a post-positional phrase as a verb goal argument than a noun modifier, making interpretation errors similar to those observed in English-learning children. This was interesting given that verbs appear at the end of sentences in Korean, opposite of English sentences, ruling out the possibility that the interpretation errors observed among English children were due to children' dependency on verb information. The current results suggest that the development of language processing may follow a universal path, independent of the input language characteristics.

For increase the game speed, game systems apply a multi-threading. The popularization of multi- core system accelerates multi-threading also. Multi-threading brings high performance, but this is not ease to apply the game logic. Because many multi-core system share the memory, if two or more threads access the same memory region, they can be conflicted. Multi-threading uses Lock method to prevent the conflict, but Lock method reduces the performance. For increase the performance, programmer can use Lock-Free method. In this case, we found strange phenomenon that Lock-Free queue operates incorrectly, and this phenomenon has been accelerated by number of threads. In this study, we analyzed the input output of the Lock-Free Queue in multi-core system.

The goal of this study is to explore an effective grammar teaching method by investigating the effects of two form-focused instruction techniques, i.e., input processing (IP) instruction and output-enriched consciousness-raising (CR) instruction. Specifically, this study examines which one of these techniques promotes Korean students’ acquisition of English simple past and present perfect. The participants in this study are 52 university students in their first year. The students first took a written pretest and received grammar instruction in pairs or groups, using different techniques: one group with IP instructional methods, and the other with CR instruction. Each treatment was offered to the subjects for two weeks. One week after the treatment, both groups underwent a first written posttest. The findings showed that both instruction techniques were similarly effective in comprehending and producing the target forms in the posttest. Concerning the difficulty of forms, both groups did not have a significant difference in learning both difficult and easy forms. After the first posttest, the learners did not receive any treatment, but only took regular lessons of English reading. In a second delayed posttest, both groups maintained the effects of each instruction. The results of this study indicate that in an EFL context of Korean classrooms where most students are interlanguage speakers, instructing through focus on form in groups or pairs must be effective for learners to have more communicative competence and to develop accurate English grammar at the same time.

This study provides a qualitative analysis of the production data to discover students learning process of input processing instruction and output-enriched consciousness-raising instruction on the target forms: the English present perfect and past simple tenses. The primary goal of this study is to analyze the learners’ errors on the target forms and to find out their learning processes according to rule difficulty and by levels. The participants of this study are 52 Korean students from a University. The students first took a pretest and received each instruction, and then they took a posttest. A delayed posttest was then administered to the students. The study results did not reveal a difference between the instructional types. The results showed that the most frequent errors of both the target forms were misusing the tenses, which is replacing the English past simple tense for different tenses, “misusing the root verbs”, and “inserting ‘be’”. Specifically, for English present perfect tense, many learners show their lack of knowledge of the past participle form adjoining the auxiliary “have”. Concerning the learners’ level, the low-level learners acquired its meaning first, and then they acquired the form. In contrast, for high-level learners, distinguishing meanings were more difficult than making correct forms for the target forms.

The purpose of this study was to examine whether topic familiarity affects the vocabulary acquisition of L2 learners while reading texts followed by lexical input processing tasks. For this purpose, 98 Korean EFL middle school students were divided into three groups for the lexical input processing tasks, and performed their assigned vocabulary tasks after reading a text for the two experiments. In Experiment 1, the text whose content was familiar to the subjects was employed, and in Experiment 2, the text whose content was not familiar to the subjects was employed. Immediate and delayed posttests which were comprised of word recognition and translation product items, were administered to assess vocabulary acquisition of the subjects. The scores were submitted to an one-way and two-way ANOVA. The results suggest that (a) the gap-fill exercise using sentence context was the most effective for vocabulary gains, (b) there were significant effects of topic familiarity on vocabulary gains through lexical input processing tasks. Expecially the effect of topic familiarity was clear in the delayed posttests, and (c) the effect of topic familiarity is consistent through different lexical input processing tasks. The discussion concerns the significance of findings for the role of topic familiarity.

The current study investigates whether and how Korean listeners are influenced by English source input in identifying three laryngeal categories of Korean stops (/t’/, /t/, and /th/). We relate identification patterns of Korean and English source input to individuals’ utilizations of two acoustic cues (VOT and f0) under the English source condition. Korean adult listeners (N=53) participated in three-way forced-choice identification tasks where the auditory stimuli of VOT×f0 combinations synthesized from Korean and English speakers’ productions were presented in two separate sessions. Both group-averaged and individual-level analyses showed varying degrees of source effects on listeners’ identifications of the Korean stops, revealing that the response category distributions are meaningfully related to individual listeners’ modifications of cue-weighting strategies confronted by the English-source signals. Our results suggest that non-native source input modifies individual strategies in dealing with sub-phonemic acoustic cues, ultimately yielding different category identification patterns from native input identifications.

Temperature control of an enclosed thermal system which has many applications including Rapid Thermal Processing (RTP) of semiconductor wafers showed an input-constraint violation for nonlinear controllers due to inherent strong coupling between the elements [1]. In this paper, a constrained nonlinear optimal control design is developed, which accommodates input constraints using the linear algebraic equivalence of the nonlinear controllers, for the temperature control of an enclosed thermal process. First, it will be shown that design of nonlinear controllers is equivalent to solving a set of linear algebraic equations-the linear algebraic equivalence of nonlinear controllers (LAENC). Then an input-constrained nonlinear optimal controller is designed based on that LAENC using the constrained linear least squares method. Through numerical simulations, it is demonstrated that the proposed controller achieves the equivalent performances to the classical nonlinear controllers with less total energy consumption. Moreover, it generates the practical control solution, in other words, control solutions do not violate the input-constraints.

The von Neumann bottleneck, caused by the performance gap between memory and processing units, has become a critical issue in modern computing systems. This bottleneck fundamentally limits system throughput and energy efficiency. It becomes particularly critical as data-centric applications continue to demand higher bandwidth and faster access. To overcome this limitation, analog processing-in memory has emerged as a promising candidate to address this challenge. In this work, we designed a wordline driver for processing-in-memory systems that use the input bit-slicing method, where fixed-length binary pulses serve as inputs. The proposed wordline driver was fabricated using the TSMC 180 nm CMOS logic process. Measurement results confirm that the wordline driver successfully generates 4-bit fixed-length binary pulses at the desired voltage levels, ensuring reliable wordline activation during input bit slicing. To provide a system-level context, we also describe a successive integration-and-rescaling neuron fabricated on the same 180 nm CMOS wafer. The integration of the proposed driver with this neuron was established in our prior work, reinforcing the claim that it effectively supports robust input bit-slicing operations in processing-in-memory architectures. Ultimately, these results confirm the feasibility of the proposed wordline driver for use in practical analog processing-in-memory systems.

The present study aimed to investigate young EFL learners’ text recall processing in L1 and L2 and language proficiency, with conducting the on-line test measuring their response time. The research questions focused on young EFL learners’ language processing through the text recall process with several variants such as L1 and L2, song and prose input, correct answers and incorrect answers, and higher language proficiency and lower language proficiency. Forty young EFL learners participated. As a result, the difference of response time between in the correct and incorrect answer conditions when the song input was provided. The facilitation effects were more salient in L1 than in L2 processing, which was supported by investigation into the language proficiency factor, where it was found that the facilitation effects in recall processing were only observed in the higher proficient group. The results indicate that language processing can be influenced by language proficiency.

본 연구는 시선추적 자료를 활용하여 한국어 학습자의 문법 입력 처리 과정에서 명시적 문법 정보와 예문 기반 문맥 정보에 대한 주의 분배 양상과 처리 경로를 탐색하는 데 목적이 있다. 이를 위해 서울 소재 한국어 교육기관에서 한국어 3급 과정을 수료한 중급 학습자 20명을 대상으로 웹캠 기반 시선추적 프로그램인 RealEye를 활용한 실험을 실시하였다. 실험 자극은 중급 수준의 연결 어미 네 항목(-느라고, -(으)려다가, -다시피, -더니)으로 구성하였으며, 표제어, 문법 설명, 예문, 이해 확인 문항을 포함한 자료를 제시하였다. 수집된 시선 자료는 관심영역(AOI)을 기준으로 최초 응시 영역, 처리 경로 유형, 회귀 패턴을 분석하였으며, 이해 성공 여부에 따른 차이를 반복측정 구조를 고려한 일반화 선형 혼합모형(GLMM)으로 검토하였다. 분석 결과는 다음과 같다. 첫째, 최초 응시 영역에서는 표제어(AOI 1)가 가장 높은 비율(37.5%)을 차지하였으며, 예문 앞절(AOI 3)이 그 뒤를 이었다. 둘째, 처리 경로 유형에서는 예문을 먼저 확인한 후 문법 설명을 참고하는 예문 선행형(B)이 전체 사례의 51.2%로 가장 높은 비율을 나타냈으며, 이해 확인 문항 확인 이후에는 예문 앞절(AOI 3)로의 1순위 회귀가 가장 빈번하게 나타났다(55.0%). 셋째, 기술통계에서는 이해 성공 사례에서 예문 선행형(B)의 비율이 높게 나타났으나, GLMM 분석 결과 처리 경로 유형과 1순위 및 2순위 회귀 AOI는 이해 성공 여부와 통계적으로 유의한 관련성을 보이지 않았다. 반면 문법 항목은 모든 모형에서 유의한 효과를 나타냈다. 이러한 결과는 한국어 학습자가 문법 입력을 처리하는 과정에서 문법 설명뿐 아니라 예문 기반 문맥 정보를 반복적으로 탐색하는 경향을 보이지만, 이러한 시선 처리 양상이 문법 이해 성공으로 직접 이어지는 것은 아님을 시사한다. 또한 연결어미의 특성이 시선 처리 양상에 영향을 미쳤을 가능성을 보여주며, 문법 항목별 특성과 문항 구성을 고려한 문법 제시 및 교수·학습 설계의 필요성을 제안한다. 본 연구는 시선추적 자료를 활용하여 한국어 학습자의 문법 입력 처리 과정을 실시간으로 탐색하고, 반복측정 구조를 고려한 분석을 통해 문법 입력 처리 양상을 검토하였다는 점에서 의의를 지닌다.

This study explores the processing priority of form-focused and meaning-focused information in Korean language learners’ grammar input processing through eye-tracking data. Twenty intermediate-level Korean language learners participated in an experiment using the webcam -based eye-tracking program RealEye. The experimental materials consisted of four Korean connective endings presented with a grammar heading, grammatical explanation, example sentence, and comprehension question. The results showed that learners most frequently fixated on the grammar heading at the initial stage of processing. The example-first processing route, in which learners examined example sentences before grammatical explanations, was the most frequently observed pattern. Regressions occurred most frequently toward the first clause of the example sentence. Descriptive results showed that the example-first route was more frequent in successful comprehension cases, whereas the explanation-first route was more frequent in unsuccessful cases. However, generalized linear mixed model analysis showed that processing route type was not significantly associated with comprehension success, F(2, 74)=2.013, p=.141. In contrast, grammar item had a significant effect, F(3, 74)=3.681, p=.016. These findings indicate that learners frequently attend to example-based contextual information during grammar input processing, but such processing patterns do not necessarily lead to successful comprehension. The results also suggest that item-specific characteristics should be considered in grammar instruction and the design of grammar learning materials.

청각장애 학생은 구어를 통해 문법 형태에 관한 정보를 받아들이는데 어려움이 있고, 문자언어의 습득과 사용이 지체되기에 청각장애 학생의 문법 수준은 또래의 건청학생에 비해 낮은 편이다. 본 연구에서는 수화를 사용하는 고등부 청각장애 학생을 대상으로 문법 형태 단서에 초점을 두어 처리하도록 요구하는 입력중심교수, 정확한 문법표현을 강조한 산출중심교수, 입력중심과 산출중심 활동을 결합한 입력산출혼합교수를 실시하여 이들 교수방법 중 어떤 방법이 청각장애 학생의 문법적 이해와 표현 능력 향상에 효과적인지 알아보았다. 특히 본 연구에서는 청각장애 학생들이 지속적으로 어려움을 보이는 사동과 피동의 문법적 능력을 향상시키는데 중점을 두었으며, 연구절차는 사전검사와 중재, 사후검사, 유지검사 순으로 진행되었다. 연구 결과, 사동문과 피동문의 이해과제에서는 입력중심교수집단과 입력산출혼합교수집단이 산출중심교수집단보다 사후와 유지검사에서 더 높은 점수를 받았으며, 이는 통계적으로 유의미하였다. 사동문과 피동문의 표현과제에서는 입력산출혼합교수집단과 산출중심교수집단이 사후와 유지검사에서 더 높은 점수를 받았지만, 교수방법에 따른 차이는 통계적으로 유의미하지 않았다. 이러한 결과를 토대로 선언적 지식이 완전히 갖추어지지 않은 청각장애학생들에게 어떠한 교수법을 제공하는 것이 효과적인지 논의하였다.

The students with hearing impairment are hard to perceive linguistic forms. When they accept oral input or written input, they prefer processing content words to function words for semantic information. The purpose of the present study was to compare the relative effects of input processing instruction with two other types of grammar instruction (output-based instruction, combined instruction) on learning the receptive and productive grammatical knowledge. The input processing group received explicit explanation focused on grammar cues, and structured input activities. The output-based instruction involved presenting deaf students with explanations concerning the form and gave them practices for making sentences. The combined instruction group received all activities that contained explicit explanation, structured input practices, and output-based practices. The results were as follows. Firstly, for the post and delay test, the mean scores of the input processing group and combined group were significantly different from those of output-based group in the passive and causative form comprehension task. Secondly, for the post and delay test, output-based instruction group and combined instruction group achieved higher scores than input processing group, but the differences among three groups were not statistically significant in the passive/causative form production task. Therefore, these results indicated that input processing instruction should precede output-based practices for students with hearing impairment that had little declarative knowledge.

본 연구는 이론의 가치를 평가하는 객관적인 준거에 근거하여 VanPatten의 입력처리이론을 평가하였다. 입력처리이론에 근거한 교수법은 전통적인 문법교수법이나 의미중심의 발화교수법보다 더 효과가 높으며 구조화된 입력처리 활동이 주요한 요인인 것으로 기존연구에서 보고되었다. 입력처리이론은 실증연구를 통한 입증가능성과 설명의 내적다탕성이 높은 것으로 나타났다. 그러나 외적타당성은 비교적 약하며 이론적 설명의 범위 또한 입력처리에 관련된 부분으로 제한되어 있다. 향후 지속적인 연구의 외연을 넓힌다면 교수환경 내에서 발생하는 제2언어습득의 효과를 검증하는 실증 연구의 이론적 틀로서 계속적으로 획기적인 역할을 할 수 있는 유용한 이론으로 판단된다. 본 논문에서는 특히 입력처리이론이 EFL환경인 한국에서의 영어교육과 제2언어습득이론의 발전을 위해 제공하는 시사점을 논의한다.

This study evaluated VanPatten’s Input Processing Theory, which underpins what is known as Processing Instruction. This review revealed that Processing Instruction is more effective than traditional and meaningful output-based instruction, and this effect results mainly from structured input activity. Input Processing Theory has a high level of empirical verifiability and internal explanatory validity. However, it has relatively weak external validity and its scope is limited to input processing. It is expected to continue playing a monumental role as a theoretical framework for empirical research. Implications are discussed in relation to EFL teaching in Korea and the advancement of instructed second language acquisition theory.