지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
Tasks have been shown to have a number of potential benefits for learning and their use has become increasingly popular in recent years (cf. Ellis 2003). One aspect of tasks that has received relatively little attention is the effect of the accompanying instructions. Does asking learners to pay attention to a certain aspect of the language help them to learn it? This paper reports on a study of the effects of implicit instructions (exposure only) and explicit instructions (exposure plus a noticing instruction) on acquisition of two grammatical
structures. Participants were pretested for prior knowledge of the target structures and then completed three treatments followed by a posttest and a delayed posttest. Performance on the pre, and posttests was compared to establish if there was a signifcant effect for the instructions that accompanied the treatments. It was found that 1) the explicit instructions did not have an effect on what participants learned from the input, and that 2) the explicit instructions can even inhibit acquisition in the case of relatively complex structures. One of the implications of this study is that teachers need to be aware of the interaction between the types of instructions they give and the
complexity of the target structures.
structures. Participants were pretested for prior knowledge of the target structures and then completed three treatments followed by a posttest and a delayed posttest. Performance on the pre, and posttests was compared to establish if there was a signifcant effect for the instructions that accompanied the treatments. It was found that 1) the explicit instructions did not have an effect on what participants learned from the input, and that 2) the explicit instructions can even inhibit acquisition in the case of relatively complex structures. One of the implications of this study is that teachers need to be aware of the interaction between the types of instructions they give and the
complexity of the target structures.
목차
I. Introduction and literature review
II. The study
III. Results
IV. Discussion
V. Conclusion
References
참고문헌 (26)
참고문헌 신청
1. [단행본] - Alanen,R. / 1995 / Input enhancement and rule presentation in second language acquisition. In Attention and awareness in foreign language learning / University of Hawai'i : 259 ~ 302
2. [기타자료] - Breen,M. / 1987 / Contemporary paradigms in syllabus design (parts 1 and 2). Language Teaching, 20(2 and 3), 91-92 and 157-174
3. [단행본] - Bygate,M. / 2001 / Introduction. In Researching pedagogic tasks, second language learning, teaching and testing / Longman
4. [단행본] - Carroll,J.B. / 1993 / Human cognitive abilities / Cambridge University Press
5. [기타자료] - Council of Europe / 1996 / The Common European Framework. [Online document]. Retrieved January 16, 2007, from: http://www.coe.int/t/dg4/linguistic/Source/ Framework_EN.pdf
2. [기타자료] - Breen,M. / 1987 / Contemporary paradigms in syllabus design (parts 1 and 2). Language Teaching, 20(2 and 3), 91-92 and 157-174
3. [단행본] - Bygate,M. / 2001 / Introduction. In Researching pedagogic tasks, second language learning, teaching and testing / Longman
4. [단행본] - Carroll,J.B. / 1993 / Human cognitive abilities / Cambridge University Press
5. [기타자료] - Council of Europe / 1996 / The Common European Framework. [Online document]. Retrieved January 16, 2007, from: http://www.coe.int/t/dg4/linguistic/Source/ Framework_EN.pdf
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