Effects of Explicit Pre-task Instruction on Korean EFL Learners’ English Speaking Performance
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초록
This study attempts to suggest a direction for the effects of explicit pre-task instruction, as well as the acquisition of simple/complex L2 English target grammar through explicit instruction considering English speaking grammar, vocabulary, comprehension, fluency, and pronunciation. 40 Korean college students were assigned to the experimental group and the control group: (1) a group which received explicit pre-task instruction (EI=20); (2) a group which received no explicit pre-task instruction (control=20), and performed 3 oral narrative tasks (ONT). A repeated-measures multivariate analysis of variance showed that all the EI and control groups displayed the development of overall English speaking performance over time. However, explicit pre-task instruction was found to be more helpful than no explicit pre-task instruction. In addition, explicit pre-task instruction led to more accurate use of simple/complex L2 target grammar structures, and helped to grow the use of target language in various forms. Therefore, these results suggest the importance of explicit pre-task instruction, and explicit pre-task instruction positively affects the development of English speaking performance.
Abstract
This study attempts to suggest a direction for the effects of explicit pre-task instruction, as well as the acquisition of simple/complex L2 English target grammar through explicit instruction considering English speaking grammar, vocabulary, comprehension, fluency, and pronunciation. 40 Korean college students were assigned to the experimental group and the control group: (1) a group which received explicit pre-task instruction (EI=20); (2) a group which received no explicit pre-task instruction (control=20), and performed 3 oral narrative tasks (ONT). A repeated-measures multivariate analysis of variance showed that all the EI and control groups displayed the development of overall English speaking performance over time. However, explicit pre-task instruction was found to be more helpful than no explicit pre-task instruction. In addition, explicit pre-task instruction led to more accurate use of simple/complex L2 target grammar structures, and helped to grow the use of target language in various forms. Therefore, these results suggest the importance of explicit pre-task instruction, and explicit pre-task instruction positively affects the development of English speaking performance.
참고문헌 (42)
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