Measuring the effects of systematic instruction on article recognition by intermediate Korean university students
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초록
Failure to identify the correct use of English articles is one of the most noticeable deficiencies exhibited by Korean tertiary students. Yet, research into the effects of systematic instruction on assisting Korean students with identifying accurate article use is limited. Furthermore, prior work has primarily focused on advanced learners and has neglected to examine the effects of instruction on enhancing article recognition among intermediate Korean learners. Using an advanced article classification system based on semantic types and semantic environments, this study measured the effects of instruction on the ability of 16 intermediate level Korean students to identify correct article placement in written text. Results indicated that instruction enhanced the accuracy rates of intermediate level learners in 4 of the 5 semantic types and most notably Type 2 Referential definites. In addition, accuracy scores significantly increased in 8 of the 26 semantic environments presented. These findings suggest that focused systematic instruction can have a positive effect on the ability of intermediate Korean tertiary students to identify correct article placement in text, particularly for the definite article the. Thus, instructors are encouraged to the follow the techniques introduced in this paper to facilitate increased article accuracy among their learners.
Abstract
Failure to identify the correct use of English articles is one of the most noticeable deficiencies exhibited by Korean tertiary students. Yet, research into the effects of systematic instruction on assisting Korean students with identifying accurate article use is limited. Furthermore, prior work has primarily focused on advanced learners and has neglected to examine the effects of instruction on enhancing article recognition among intermediate Korean learners. Using an advanced article classification system based on semantic types and semantic environments, this study measured the effects of instruction on the ability of 16 intermediate level Korean students to identify correct article placement in written text. Results indicated that instruction enhanced the accuracy rates of intermediate level learners in 4 of the 5 semantic types and most notably Type 2 Referential definites. In addition, accuracy scores significantly increased in 8 of the 26 semantic environments presented. These findings suggest that focused systematic instruction can have a positive effect on the ability of intermediate Korean tertiary students to identify correct article placement in text, particularly for the definite article the. Thus, instructors are encouraged to the follow the techniques introduced in this paper to facilitate increased article accuracy among their learners.
참고문헌 (24)
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