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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.
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This study investigates the effects of focus on form and the use of CMC in the L2 learning of English grammar. Specifically, this study examines the differential effects of input-based instruction using an input-enhancement technique and output-based instruction using the dictogloss technique in the learning of the present perfect tense in English. It also finds out whether synchronous chatting with focus on form instruction is effective for grammar teaching. Lastly, this study examines whether learning styles and proficiency levels are correlated with focus on form instructions. The subjects are 98 Korean middle school students. They were divided into three experimental groups: input-enhancement & chatting group, output-based & chatting group and input enhancement & non-chatting group. The results of the experiments conducted in this study indicate that: 1) the output-based instruction, if it is followed by chatting activities, is more effective than the input-based instruction only; 2) the output- based instruction seemed to be more effective for the less proficient learners; and 3) the output-based instruction is more appropriate for the learners with a global learning style.
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