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활자적 입력강화와 명시적 지시 및 주제 친숙도가 영어 수동태 학습 및 지문이해에 미치는 영향

The Effects of Typological Input Enhancement, Explicit Instruction, and Topic Familiarity on the Learning of English Passive Form and Reading Comprehension

조윤경|제선미
새한영어영문학회 (The New Korean Association of English Language and Literature)|2014.02|새한영어영문학 (The New Korean Journal of English Language & Literature)|제56권 제1호|pp. 165-195|DOI 10.25151/nkje.2014.56.1.009

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참고문헌

키워드

reading comprehensionexplicit instructiontopic familiaritygrammar learningtypological input enhancement
주제분류영어와문학

초록

This study sought to investigate the effects of typological input enhancement, explicit instruction, and topic familiarity on Korean college students’ learning of the passive form and reading comprehension. To this end, six classes of 157 Korean EFL college students were assigned to six groups. They were first asked to take a pretest, and were given two-stage treatments. The first stage was concerned with two-hour topic familiarity training provided for half of the six groups. The second stage involved two input enhancement treatment sessions. After each of the input enhancement treatment session, a written recall task was conducted in order to see what the participants could recall from the reading. Following all treatments, the experimental groups completed a form recognition posttest. The findings showed that the groups provided with enhanced texts with explicit instruction received significantly higher scores on the form recognition posttest, whereas topic familiarity training had no significant effect on learners’ processing of grammatical forms. Furthermore, the results of the free recall task showed that regardless of explicit instruction, the students with the enhanced texts outperformed those with the unenhanced texts on reading comprehension. Theoretical and pedagogical implications are discussed.

Abstract

This study sought to investigate the effects of typological input enhancement, explicit instruction, and topic familiarity on Korean college students’ learning of the passive form and reading comprehension. To this end, six classes of 157 Korean EFL college students were assigned to six groups. They were first asked to take a pretest, and were given two-stage treatments. The first stage was concerned with two-hour topic familiarity training provided for half of the six groups. The second stage involved two input enhancement treatment sessions. After each of the input enhancement treatment session, a written recall task was conducted in order to see what the participants could recall from the reading. Following all treatments, the experimental groups completed a form recognition posttest. The findings showed that the groups provided with enhanced texts with explicit instruction received significantly higher scores on the form recognition posttest, whereas topic familiarity training had no significant effect on learners’ processing of grammatical forms. Furthermore, the results of the free recall task showed that regardless of explicit instruction, the students with the enhanced texts outperformed those with the unenhanced texts on reading comprehension. Theoretical and pedagogical implications are discussed.

참고문헌 (70)

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