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
- 2005.1
- 수록면
- 219 - 244 (26page)
이용수
초록· 키워드
오류제보하기
While the professional literature abounds with the values of focus on form instructions in second language classrooms, few researchers have investigated the differential effects of the off-line focus on form instructions on the different types of target language forms in contexts of on-line computer-mediated communication (CMC). Therefore, the purpose of the study was to examine (1) both short-term and long-term effects of input-centered (input enhancement & processing) and output-centered (dictogloss) instructions on the learning of L2 English passive voice in contexts of CMC (four experimental groups) and (2) Korean secondary school learners’ individual differences on the different types of instructions in terms of their intrinsic & extrinsic motivations, motivational behaviors (attention, persistence, & intensity), willingness to communicate (WTC), and attributions of success and failure. The findings showed that the off-line output-centered focus-on-form instruction in context of the on- line CMC was the most effective in both short-term and long-term periods, in particular for the advanced group, among the four experimental groups. In addition, students’ achievement was significantly correlated with intrinsic motivation, motivational behaviors, willingness to communicate, and attributions of success/failure to efforts, in which the patterns of the correlations in turn depended on both students’ proficiency levels and the types of focus on form and CMC instructions. The theoretical background and pedagogical implications are discussed.
목차
등록된 정보가 없습니다.
참고문헌 (0)
참고문헌 신청이 논문의 저자 정보
최근 본 자료
댓글(0)
0