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.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2009.1
- 수록면
- 147 - 171 (25page)
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초록· 키워드
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The purpose of this study is to investigate the effect of the output in the students' productive skill. Among output focused tasks, dictogloss, which requires students to reflect on their own output, was compared with a typographical input enhancement(TIE) technique in which targeted language forms are enhanced with bold letters. The students in the study were third graders of a middle school, and they were divided into 3 groups: 2 dictogloss groups (one homogeneous and one heterogeneous group in their English proficiency) and 1 TIE group without output activities. The groups were taught about three different grammatical forms. The results revealed that the dictogloss groups outperformed the TIE Group and the learning effects of dictogloss differed significantly depending on grammatical forms. However, the method of grouping students did not affect the learning effects significantly. It can be drawn that dictogloss encouraged the learners to pay attention to the gap between what they knew and what they did not know by urging them to be engaged in the effective output activities. Based on the results, pedagogical implications and suggestions were made.
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