Effects of Explicit Instruction on the Use of the English Definite Article

서지정보

ㆍ발행기관 : 한국외국어교육학회 ㆍ수록지정보 : 외국어교육 / 25권 / 1호
ㆍ저자명 : Ji-Hyun Park

목차

I. Introduction
II. Literature Review
1. Analysis of the English Definite Article Use
2. Acquisition of the English Definite Article The
3. Article Pedagogy
III. The Present Study
1. Participants
2. Target Form
3. Procedures and Materials
1) Pretest and Questionnaire
2) Treatment
3) Posttest
IV. Results
1. The Use of the English Definite Article by Korean Middle School Students
2. Previous Explicit Knowledge of the Definite Article:Answers from the Questionnaire
3. Effects of Instruction
1) Overall Effects
2) Effects of Instruction by Various Usage Types
V. Discussion
VI. Conclusion
References

영어 초록

This study investigates the use of the English definite article by Korean middle school students and examines the effects of explicit instruction on the article. Two hundred and seventy-two Korean middle school students were instructed on the core meaning of the definite article, identifiability, through a processing instruction method and were tested on their uses of the target form before and after instruction. The pretest results show that the various non-generic uses of the English definite article pose different levels of difficulty for Korean middle school learners of English. The comparison between the pretest and posttest results confirm the positive effect of teaching the core meaning of the definite article. All in all, the study shows that the non-generic use of the English definite article is teachable through the introduction of its core meaning in the EFL classroom. It provides substantial empirical evidence for the facilitative role of focus on form instruction in the acquisition of definite article in an EFL context.

참고 자료

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