영어독해 수업에서 문법의 역할 및 교수 방법: 한국 대학생들의 인식을 중심으로
Role of Grammar and Effective Grammar Instruction in Reading Class: Beliefs and Attitudes of College Students
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The present study investigated college students’ perception of and attitude toward the role of grammar and effective grammar instruction in a reading class in Korea. A questionnaire composed of twenty-seven close-ended questions and four open-ended questions was used to collect data from ninety-nine university students. The data were analyzed both quantitatively and qualitatively. The findings of the study showed that: 1) the participants found grammar study stressful, tedious, and difficult, while recognizing it was important for improvement of their overall English proficiency; 2) students were not confident in their grammatical competence; 3) they felt that grammatical knowledge facilitated L2 reading comprehension; 4) they preferred the use of inductive grammar instruction in reading classes as they believed that the inductive approach allowed them to participate in the learning process actively by discovering rules by themselves, which they considered conducive to long-term memory; and 5) the participants expressed their distaste for the meaning-deprived, rote learning of grammar, hoping to study the subject with ample examples and opportunities to use their grammatical knowledge in actual communication situations instead. This study draws attention to the importance of context-embedded and production-oriented grammar instruction in reading classes.
Abstract
The present study investigated college students’ perception of and attitude toward the role of grammar and effective grammar instruction in a reading class in Korea. A questionnaire composed of twenty-seven close-ended questions and four open-ended questions was used to collect data from ninety-nine university students. The data were analyzed both quantitatively and qualitatively. The findings of the study showed that: 1) the participants found grammar study stressful, tedious, and difficult, while recognizing it was important for improvement of their overall English proficiency; 2) students were not confident in their grammatical competence; 3) they felt that grammatical knowledge facilitated L2 reading comprehension; 4) they preferred the use of inductive grammar instruction in reading classes as they believed that the inductive approach allowed them to participate in the learning process actively by discovering rules by themselves, which they considered conducive to long-term memory; and 5) the participants expressed their distaste for the meaning-deprived, rote learning of grammar, hoping to study the subject with ample examples and opportunities to use their grammatical knowledge in actual communication situations instead. This study draws attention to the importance of context-embedded and production-oriented grammar instruction in reading classes.
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