Effects of Form-Focused Instructions on the Learning of English Verb Complementation by Korean EFL Learners
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This study investigates effects of form-focused instructions on the learning of English verb complementation, especially ‘verb+NP+to infinitive’ construction, by Korean EFL learners. The seven target verbs were chosen from monotranstive and ditransitive constructions. 150 college students were randomly divided into two experimental groups, which received negative feedback plus explicit rule presentation (NF) and input enhancement plus meaning-oriented rule search (IE) respectively, and one control group. A pretest and a posttest were conducted to measure learners’ receptive and productive knowledge of the target structure through a grammaticality judgment task (GJT) and a picture description task (PDT). The results of the posttest revealed that experimental groups outperformed the control group in both tasks. In the grammaticality judgment task, the NF group showed better learning in rejecting incorrect structures as well as accepting target structures when compared to the IE group. The NF group also outperformed in reducing error tokens in the picture description task. The findings indicate that two types of form-focused instructions implemented in the study have advantages in facilitating learning of the target structure.
Abstract
This study investigates effects of form-focused instructions on the learning of English verb complementation, especially ‘verb+NP+to infinitive’ construction, by Korean EFL learners. The seven target verbs were chosen from monotranstive and ditransitive constructions. 150 college students were randomly divided into two experimental groups, which received negative feedback plus explicit rule presentation (NF) and input enhancement plus meaning-oriented rule search (IE) respectively, and one control group. A pretest and a posttest were conducted to measure learners’ receptive and productive knowledge of the target structure through a grammaticality judgment task (GJT) and a picture description task (PDT). The results of the posttest revealed that experimental groups outperformed the control group in both tasks. In the grammaticality judgment task, the NF group showed better learning in rejecting incorrect structures as well as accepting target structures when compared to the IE group. The NF group also outperformed in reducing error tokens in the picture description task. The findings indicate that two types of form-focused instructions implemented in the study have advantages in facilitating learning of the target structure.
참고문헌 (32)
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