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This study investigates the efficacy of consciousness-raising (CR) tasks on promoting Korean primary students’ learning of English comparative structure. In order to examine differential effectiveness stemmed from differences in task type, two CR tasks - hypothesis building and text repair were selected, and they were compared with deductive grammar instruction. The effects of each instructional treatment were measured by analyzing data from oral test and written test. Results showed that both text repair task and hypothesis building task created significant learning gains yet there was no significant difference between two tasks. Data analysis, however, revealed that only hypothesis building group performed significantly better than control group. More favorable results from hypothesis building task were discussed in two perspectives; 1) differences in task types might result in qualitative distinctions of learners’ engagement and hypothesis building was better condition leading to a more active reasoning process, 2) teacher’s guidance might be significant mediator for bringing successful learning process and outcomes in implementing CR tasks. The results of this study thus supports the beneficial role of CR tasks on primary students’ L2 grammar learning. Succeeding research is required to further explore the effects of CR tasks in a more refined way which includes elaborate operation of related variables such as task demand or teacher’s guidance.
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참고문헌 (35)
참고문헌 신청
Bax, S. / 2003 / The end of CLT : a context approach to language teaching / ELT Journal 57(3):278~287
Yuko Goto Butler / 2014 / Current Issues in English Education for Young Learners in East Asia / 영어교육 69(4):3~25
Carless, D. / 2007 / The suitability of task-based approaches for secondary schools : Perspectives from Hong Kong / System 35:595~608
Craik, F. I. M. / 1972 / Levels of processing : A framework for memory research / Journal of Verbal Learning and Verbal Behavior 11:671~684
DeKeyser, R. / 1998 / Focus on form in classroom second language acquisition / Cambridge University Press :42~63
Yuko Goto Butler / 2014 / Current Issues in English Education for Young Learners in East Asia / 영어교육 69(4):3~25
Carless, D. / 2007 / The suitability of task-based approaches for secondary schools : Perspectives from Hong Kong / System 35:595~608
Craik, F. I. M. / 1972 / Levels of processing : A framework for memory research / Journal of Verbal Learning and Verbal Behavior 11:671~684
DeKeyser, R. / 1998 / Focus on form in classroom second language acquisition / Cambridge University Press :42~63
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