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Raising Grammatical Consciousness by Color-Coding to Improve English Reading Performance

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초록

This study was designed to examine whether focusing on the important grammatical elements in a sentence, such as a verb and its subject, by color-coding will raise grammatical consciousness and whether raised grammatical consciousness will help Korean learners improve their English reading performance. Grammatical consciousness was assessed by the grammar tests, such as finding a correct word and choosing a correctly derived word (e.g., noun to verb or verb to adjective), while reading performance was measured by the TOEIC reading tests. Color-coding was employed to help learners pay focal attention to the grammatical elements while reading a text and it was expected to help them understand the text easily by processing visually and linguistically. The participants in the color-coding group were compared with those who learned the grammar lessons in the traditional way without color-coding. After the intervention, the color-coding group showed significant improvement both in the grammar test and the reading test, whereas the control group did not improve reading performance even with the promoted grammatical knowledge.

Abstract

This study was designed to examine whether focusing on the important grammatical elements in a sentence, such as a verb and its subject, by color-coding will raise grammatical consciousness and whether raised grammatical consciousness will help Korean learners improve their English reading performance. Grammatical consciousness was assessed by the grammar tests, such as finding a correct word and choosing a correctly derived word (e.g., noun to verb or verb to adjective), while reading performance was measured by the TOEIC reading tests. Color-coding was employed to help learners pay focal attention to the grammatical elements while reading a text and it was expected to help them understand the text easily by processing visually and linguistically. The participants in the color-coding group were compared with those who learned the grammar lessons in the traditional way without color-coding. After the intervention, the color-coding group showed significant improvement both in the grammar test and the reading test, whereas the control group did not improve reading performance even with the promoted grammatical knowledge.

참고문헌 (69)

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