출력과업의 유형 및 목표언어 형태의 난이도 수준이 언어 형태 학습에 미치는 영향
Effects of the Types of Output Task and the Difficulty Levels of Target Forms on Language Learning
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The present study sought to investigate whether (i) the types of output task or (ii) the difficulty levels of target forms would have different effects on the learning of target language forms. To this end, three intact classes at Korean high school (64 female students) were divided into three experimental groups. They were asked to complete picture-cued writing tasks, reconstruction tasks, or essay writing tasks, which involved two target forms at different difficulty levels. Both the pretest and posttest were designed to assess the learners’ knowledge of the target language forms prior to and after the treatments. The results showed that the picture-cued writing and reconstruction tasks were more effective than the essay writing task in the learning of the relatively less difficult form. On the other hand, in learning the more difficult form, the students who completed the picture-cued writing task outperformed those who carried out the reconstruction or essay writing tasks. Pedagogical implications are discussed.
Abstract
The present study sought to investigate whether (i) the types of output task or (ii) the difficulty levels of target forms would have different effects on the learning of target language forms. To this end, three intact classes at Korean high school (64 female students) were divided into three experimental groups. They were asked to complete picture-cued writing tasks, reconstruction tasks, or essay writing tasks, which involved two target forms at different difficulty levels. Both the pretest and posttest were designed to assess the learners’ knowledge of the target language forms prior to and after the treatments. The results showed that the picture-cued writing and reconstruction tasks were more effective than the essay writing task in the learning of the relatively less difficult form. On the other hand, in learning the more difficult form, the students who completed the picture-cued writing task outperformed those who carried out the reconstruction or essay writing tasks. Pedagogical implications are discussed.
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