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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 한국응용언어학회 응용언어학 응용언어학 제29권 4호
- 발행연도
- 2013.12
- 수록면
- 53 - 77 (25page)
- DOI
- 10.17154/kjal.2013.12.29.4.53
이용수
초록· 키워드
오류제보하기
This paper examined the effects of the timing of explicit rule presentation on L2 syntax learning, specifically whether it is more effective to present rules explicitly before, in between, or after performance on a meaning-focused task. Adult learners were trained on an artificial language under the sequences of (i) Explicit (E)-Implicit (I), (ii) I-E-I, and (iii) I-E. After training, they were tested by means of grammaticality judgments and subjective measures of awareness. The results indicate that the E-I condition is more facilitative of L2 learning, as it results in better performance in applying the rules in new contexts. The awareness measures further suggest that the E-I group developed implicit and explicit knowledge more accurately than did the other groups. The experiment thus provides evidence that adult learners learn an L2 more effectively when they are instructed in the rules before receiving naturalistic L2 exposure.
목차
I. Introduction
II. Literature Review
III. Method
IV. Results
V. Discussion
VI. Conclusions
References
참고문헌 (15)
참고문헌 신청
1. [학술지(정기간행물)] - Carroll, S. / 1993 / Explicit and implicit negative feedback : An empirical study of the learning of linguistic generalizations / Studies in Second Language Acquisition 15 (3) : 357 ~ 386
2. [학술지(정기간행물)] - De Graaff, R. / 1997 / The eXperanto experiment : Effects of explicit instruction on second language acquisition / Studies in Second Language Acquisition 19 (2) : 249 ~ 276
3. [단행본] - DeKeyser, R. M. / 2007 / Practice in a second language : Perspectives from applied linguistics and cognitive psychology / Cambridge University Press
4. [학술지(정기간행물)] - Dienes, Z. / 1995 / Unconscious knowledge of artificial grammars is applied strategically / Journal of Experimental Psychology: Learning, Memory, and Cognition 21 (5) : 1322 ~ 1338
5. [학술지(정기간행물)] - Doughty, C. / 1991 / Second language instruction does make a difference: Evidence from an empirical study of SL relativization / Studies in Second Language Acquisition 13 (4) : 431 ~ 470
2. [학술지(정기간행물)] - De Graaff, R. / 1997 / The eXperanto experiment : Effects of explicit instruction on second language acquisition / Studies in Second Language Acquisition 19 (2) : 249 ~ 276
3. [단행본] - DeKeyser, R. M. / 2007 / Practice in a second language : Perspectives from applied linguistics and cognitive psychology / Cambridge University Press
4. [학술지(정기간행물)] - Dienes, Z. / 1995 / Unconscious knowledge of artificial grammars is applied strategically / Journal of Experimental Psychology: Learning, Memory, and Cognition 21 (5) : 1322 ~ 1338
5. [학술지(정기간행물)] - Doughty, C. / 1991 / Second language instruction does make a difference: Evidence from an empirical study of SL relativization / Studies in Second Language Acquisition 13 (4) : 431 ~ 470
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UCI(KEPA) : I410-ECN-0101-2015-700-001308009