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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2014.1
- 수록면
- 775 - 805 (31page)
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초록· 키워드
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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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참고문헌 (29)
참고문헌 신청
Alanen, R. / 1995 / Attention and awareness in foreign language learning and teaching / University of Hawaii Press : 259 ~ 302
Choi, S. Y. / 2009 / The effects of form focused instruction based on three functions of output / master / Hankuk University of Foreign Studies
Doughty, C. / 1998 / Focus on form in classroom second language acquisition / Cambridge University Press
Ellis, R. / 1999 / Input-based approaches to teaching grammar: A review of classroom-oriented research / Annual Review of Applied Linguistics 19 : 64 ~ 80
Ellis, R. / 1999 / The roles of modified input and output in the incidental acquisition of word meanings / Studies in Second language Acquisition 21 (2) : 285 ~ 301
Choi, S. Y. / 2009 / The effects of form focused instruction based on three functions of output / master / Hankuk University of Foreign Studies
Doughty, C. / 1998 / Focus on form in classroom second language acquisition / Cambridge University Press
Ellis, R. / 1999 / Input-based approaches to teaching grammar: A review of classroom-oriented research / Annual Review of Applied Linguistics 19 : 64 ~ 80
Ellis, R. / 1999 / The roles of modified input and output in the incidental acquisition of word meanings / Studies in Second language Acquisition 21 (2) : 285 ~ 301
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