Korean Learners’ Rule Learning Under Incidental, Rule-Search, and Instructed Conditions

키워드

참고문헌 (83)

1. Adams, R., "Explicit and implicit feedback, modified output, and SLA: Does explicit and implicit feedback promote learning and learner-learner interaction?", The Modern Language Journal, 95(Supplementary Issue), pp.42~63 (2011)
2. Alanen, R., "Attention & awareness in a foreign language learning", pp.259~302 (1995), University of Hawaii, Second Language Teaching & Curriculum Center
3. Azar, B. S., "Understanding and using English grammar" (2002), Pearson Education
4. 조영우, "The Effectiveness of Incidental Focus on Form for English Learning in Text-Based Online Chat", 영어교육, 63(3), pp.231~257 (2008), 한국영어교육학회[DOI]
5. de Graaff, R., "The eXperanto experiment: Effects of explicit instruction on second language acquisition", Studies in Second Language Acquisition, 19, pp.249~276 (1997)
6. DeKeyser, R., "Implicit and explicit learning of L2 grammar: A pilot study", TESOL Quarterly, 28(1), pp.188~194 (1994)
7. DeKeyser, R., "Focus on form in classroom second language acquisition", pp.42~63 (1998), Cambridge University Press
8. Doughty, C., "Second language instruction does make a difference: Evidence from an empirical study of SL relativization", Studies in Second Language Acquisition, 13, pp.431~469 (1991)
9. Doughty, C., "Focus on form in classroom second language acquisition", pp.197~261 (1998), Cambridge University Press
10. Ellis, N. C., "Implicit and explicit learning of languages", pp.1~31 (1994), Academic Press
11. Ellis, N. C., "At the interface: How explicit knowledge affects implicit language learning", Studies in Second Language Acquisition, 27, pp.305~352 (2005)
12. Ellis, N. C., "Form focused instruction and teacher education: Studies in honour of Rod Ellis", pp.17~33 (2007), Oxford University Press
13. Ellis. N. C., "Implicit and explicit language learning", pp.35~47 (2011), Georgetown University Press
14. Ellis, R., "Classroom second language development" (1984), Pergamon
15. Ellis, R., "The study of second language acquisition" (1994), Oxford University Press
16. Ellis, R., "Task-based language learning and teaching", pp.141~173 (2003), Oxford University Press
17. Ellis, R., "Modelling learning difficulty and school language proficiency: The differential contributions of implicit and explicit knowledge", Applied Linguistics, 27, pp.431~463 (2006)
18. Ellis, R., "Implicit and explicit knowledge in second language learning, testing and teaching", pp.3~25 (2009), Multilingual Matters
19. Ellis, R., "Implicit and explicit knowledge in second language learning, testing and teaching", pp.27~29 (2009), Multilingual Matters
20. Ellis, R., "Learner uptake in communicative ESL lessons", Language Learning, 51(2), pp.281~318 (2001)
21. Ellis, R., "Implicit and explicit corrective feedback and the acquisition of L2 grammar", Studies in Second Language Acquisition, 28, pp.339~368 (2006)
22. Godfroid, A., "Implicit and explicit learning of languages", pp.325~348 (2015), John Benjamins
23. Goo, J., "Implicit and explicit learning of languages", pp.443~482 (2015), John Benjamins
24. Han, Z., "Textual enhancement of input: Issues and possibilities", Applied Linguistics, 29, pp.597~618 (2008)
25. Hulstijn, J. H., "The handbook of second language acquisition", pp.349~381 (2003), Blackwell
26. Hulstijn, J. H., "Theoretical and empirical issues in the study of implicit and explicit second-language learning", Studies in Second Language Acquisition, 27, pp.129~140 (2005)
27. Izumi, S., "Output, input enhancement, and the noticing hypothesis: An experimental study of ESL relativization", Studies in Second Language Acquisition, 24, pp.541~577 (2002)
28. 전문기, "고등학교 개정 영어교과서 읽기 자료의 연계성 분석", Journal of The Korean Data Analysis Society, 16(2), pp.925~938 (2014), 한국자료분석학회
29. Jourdenais, R., "Attention and awareness in foreign language learning", pp.183~216 (1995), University of Hawaii, Second Language Teaching & Curriculum Center
30. Jung, J. H., "A study of inversion in English and its effective teaching method: With reference to current high school English textbooks", master, pp.2006
31. 김지현, "Incidental FonF in Adult EFL Classrooms - Participation Structure and Learner Uptake -", 교과교육학연구, 19(2), pp.341~363 (2015), 교과교육연구소[DOI]
32. Knowlton, B., "Artificial grammar learning depends on implicit acquisition of both abstract and exemplar-specific information", Journal of Experimental Psychology: Learning, Memory and Cognition, 22, pp.169~181 (1996)
33. Krashen, S. D., "Principles and practice in second language acquisition" (1982), Pergamon
34. Lee, S. K., "Effects of textual enhancement and topic familiarity on Korean EFL students’ reading comprehension and learning of passive form", Language Learning, 57, pp.87~118 (2007)
35. Lee, S. K., "Visual input enhancement and grammar learning: A meta-analytic review", Studies in Second Language Acquisition, 30, pp.307~331 (2008)
36. Leow, R. P., "Do learners notice enhanced forms while interacting with the L2? An online and offline study of the role of written input enhancement in L2 reading", Hispania, 84, pp.496~509 (2001)
37. Leow, R. P., "Implicit and explicit learning of languages", pp.47~67 (2015), John Benjamins
38. Leow, R. P., "The roles of textual enhancement and type of linguistic item in adult L2 learners’ comprehension and intake", Applied Linguistics Learning, 13, pp.1~16 (2003)
39. Lightbown, P. M., "The role of instruction in second language acquisition", Studies in Second Language Acquisition, 15(2), pp.143~145 (1993)
40. Loewen, S., "The occurrence and effectiveness of incidental focus on form in meaning-focused ESL lessons", doctor, pp.2002
41. Loewen, S., "Variation in the frequency and characteristics of incidental focus on form", Language Teaching Research, 7(3), pp.315~345 (2003)
42. Loewen, S., "Uptake in incidental focus on form in meaning-focused ESL lessons", Language Learning, 54(1), pp.153~188 (2004)
43. Loewen, S., "Implicit and explicit knowledge in second language learning, testing and teaching", pp.94~112 (2009), Multilingual Matters
44. Loewen, S., "Implicit and explicit knowledge in second language learning, testing and teaching", pp.262~280 (2009), Multilingual Matters
45. Loewen, S., "A comparison of incidental focus on form in the second language classroom and chatroom", Computer Assisted Language Learning, 22(2), pp.101~114 (2009)
46. Loschky, L., "Tasks and language learning: Integrating theory into practice", pp.123~167 (1993), Multilingual Matters
47. Lyster, R., "Corrective feedback and learner uptake", Studies in Second Language Acquisition, 19(1), pp.37~66 (1997)
48. Mathews, R., "Role of implicit and explicit processes in learning form examples: A synergistic effect", Journal of Experimental Psychology: Learning, Memory and Cognition, 15, pp.1083~1100 (1989)
49. Nimon, K., "Evaluating performance improvement through repeated measures: A primer for educators considering univariate and multivariate designs", Research in Higher Education Journal, 2, pp.1~20 (2009)
50. Norris, J., "Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis", Language Learning, 50(3), pp.417~528 (2000)
51. Paciorek, A., "Implicit and explicit learning of languages", pp.69~89 (2015), John Benjamins
52. 박향숙, "Visual Input Enhancement, Attention, Grammar Learning, & Reading Comprehension: An Eye Movement Study", 영어교육, 67(4), pp.241~265 (2012), 한국영어교육학회[DOI]
53. Radwan, A. A., "The effectiveness of explicit attention to form in language learning", System, 22, pp.69~87 (2005)
54. Reber, A. S., "Implicit learning of synthetic languages: The role of instructional set", Journal of Experimental Psychology, 2(1), pp.88~94 (1976)
55. Reber, A. S., "On the relationship between implicit and explicit modes in the learning of a complex rule structure", Journal of Experimental Psychology, 6(5), pp.492~502 (1980)
56. Reinders, H., "Implicit and explicit knowledge in second language learning, testing and teaching", pp.281~302 (2009), Multilingual Matters
57. Robinson, P., "Attention, memory and the ‘noticing’ hypothesis", Language Learning, 45, pp.283~331 (1995)
58. Robinson, P., "Learning simple and complex second language rules under implicit, incidental, rule-search, and instructed conditions", Studies in Second Language Acquisition, 18, pp.27~67 (1996)
59. Robinson, P., "Cognitive abilities, chunk strength, and frequency effects in implicit artificial grammar and incidental L2 learning: Replications of Reber, Wakenfeld, and Hernstadt (1991) and Knowlton and Squire (1996) and their relevance in SLA", Studies in Second Language Studies, 27, pp.235~268 (2005)
60. Rosa, E., "Explicitness, intake and the issue of awareness: Another piece to the puzzle", Studies in Second Language Acquisition, 22, pp.511~566 (1999)
61. Sanz, C., "Positive evidence versus explicit rule presentation and explicit negative feedback: A computer-assisted study", Language Learning, 54(1), pp.35~78 (2004)
62. Schmidt, R., "The role of consciousness in second language learning", Applied Linguistics, 11(2), pp.129~158 (1990)
63. Schmidt, R., "Deconstructing consciousness in search of useful definitions for applied linguistics", AILA Review, 11, pp.11~26 (1994)
64. Schmidt, R., "Attention and awareness in foreign language learning", pp.1~63 (1995), University of Hawaii, Second Language Teaching & Curriculum Center
65. Schmidt, R., "Cognition and second language instruction", pp.3~32 (2001), Cambridge University Press
66. Shintani, N., "The incidental grammar acquisition in focus on form and focus on forms instruction for young beginner learners", TESOL Quarterly, 49, pp.115~140 (2015)
67. Shook, D. J., "FL", L2 reading, grammatical information, and the input to intake phenomenon, 1994, pp.5, 57~93
68. Simard, D., "Differential effects of textual enhancement formats on intake", System, 37, pp.124~135 (2009)
69. Smith, S. M., "Speaking to many minds: On the relevance of different types of language information", Second Language Research, 7, pp.118~132 (1991)
70. Smith, S. M., "Input enhancement in instructed SLA: Theoretical bases", Studies in Second Language Acquisition, 15, pp.165~179 (1993)
71. Spada, N., "Beyond form-focused instruction: Reflections on past, present and future research", Language Teaching, 44(2), pp.225~236 (2011)
72. Swain, M., "Input in second language acquisition", pp.235~253 (1985), Newbury House
73. Tomlin, R., "Attention in cognitive science and second language acquisition", Studies in Second Language Acquisition, 16, pp.183~203 (1994)
74. VanPatten, B., "Input processing and grammar instruction: Theory and research" (1996), Ablex
75. VanPatten, B., "From input to output: A teacher’s guide to second language acquisition" (2003), McGraw-Hill
76. VanPatten, B., "Processing instruction: Theory, research, and commentary", pp.5~31 (2004), Lawrence Erlbaum
77. VanPatten, B., "Input processing and second language acquisition: A role for instruction", The Modern Language Journal, 77(1), pp.45~57 (1993)
78. VanPatten, B., "Explanation versus structured input in processing instruction", Studies in Second Language Acquisition, 18, pp.495~510 (1996)
79. White, J., "Focus on form in classroom second language acquisition", pp.85~113 (1998), Cambridge University Press
80. Williams, J. N., "Learning without awareness", Studies in Second Language Acquisition, 27, pp.269~304 (2005)
81. Wong, W., "Textual enhancement and simplified input: Effects on L2 comprehension and acquisition of non-meaningful grammatical form", Applied Language Learning, 13, pp.17~45 (2003)
82. Zhao, S. Y., "Incidental focus on form in teacher-learner and learner-learner interactions", System, 35, pp.431~447 (2007)
83. Zyzik, E., "Incidental focus on form in university Spanish literature courses", The Modern Language Journal, 92(1), pp.53~70 (2008)

관련 논문AI추천