The effects of input-enhanced and output-enhanced grammar instruction on the learning of English verb tenses and relative clauses

서지정보

· 발행기관 : 이화여자대학교 교과교육연구소
· 수록지 정보 : 교과교육학연구 / 18권 / 3호
· 저자명 : Hwang, Hee Jeong

목차

I. INTRODUCTION
II. LITERATURE REVIEW
1. Focus on Form Instruction Techniques
2. Studies on Input-enhanced Grammar Instruction
3. Studies on Output-enhanced Grammar Instruction
III. METHOD
1. Participants
2. Target Structures
3. Instruments
4. Procedures
5. Data Analysis
IV. RESULTS
References
국문요약

초록

본 연구의 목적은 초급수준의 대학생들을 대상으로 영어의 동사시제와 관계대명사를 목표형태로 형태 초점교수법의 입력강화와 출력강화활동의 학습효과를 검증하고, 학습자들의 형태초점교수법에 대한인식과 태도의 변화를 살펴보는 것이다. 연구 참여자들은 필수과목인 영어회화강좌를 수강하는 여섯 개 분반의 1학년 학생 111명이다. 이들 여섯 개의 분반을 무작위로 3개의 집단 즉, 입력강화집단35명, 출력강화집단33명, 비교집단45명 (각집단에2개의분반배정)으로 구성하여 평가시험과 설문조사를 사전 사후로 실시하였다. 연구결과에 따르면, 동사시제학습에 있어서는 입력강화집단과 출력강화집단 모두가 비교집단보다 높은 성취도를 보였고, 관계대명사습득에 있어서는 출력강화집단이 입력강화집단과 비교집단보다 더 우수하였다. 또한, 형태초점교수법에 대한 학습자들의 인식과 태도에 있어서는 출력강화집단의경우, 자신들이 받은 형태초점교수법에 대한 인식과 태도에서 긍정적인 변화가있었고, 입력강화집단은 인식에만 긍정적인 변화를보였다. 본 연구가 향후 초급수준의 학생들에게 효과적인 형태초점 교수전략을 제공하기위한 기초 자료로 활용될 수 있기를 기대한다.

영어초록

The present study investigated whether different types of form-focused instruction, input-enhanced or output-enhanced, might be effective in improving low-proficiency learners' English knowledge about specific linguistic forms. The participants were 111 first-year Korean university students enrolled in an English conversation course. They were assigned to three groups; 35 students in the input-enhanced group (TIE), 33 in the output-enhanced group (DICT), and 45 in the control group (CG). English verb tenses and relative clauses were selected as the target structures. Pre- and post-tests were conducted to measure the effectiveness of different types of form-focused instruction on the acquisition of the target forms. Pre- and post-questionnaires were administered to examine the extent of the students' perceptions and attitudes towards the English instruction that they received. The study discovered that both input-enhanced and output-enhanced instruction were more effective than traditional grammar instruction in developing grammatical knowledge about verb tenses, while output-enhanced instruction was more effective than input-enhanced and traditional grammar instruction with respect to the learning of relative clauses. The results of the questionnaires indicated that learners who performed the TIE task and the dictogloss task showed positive changes in their perceptions about the English instruction that they received; only those in the dictogloss task showed positive changes in their attitudes towards the instruction. Based on the results, the limitations of the study and the pedagogical implications are provided.

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