형태초점 의사소통 활동 유형과 학습자의사전지식 수준에 따른 목표문법 주목 연구
A study of the noticing of a target feature depending on focus-on-form tasks and learners' prior knowledge.
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The present study aimed to compare the effects of input-based, output-based, and combined focus-on-form instruction on the noticing of a given target grammar feature. It also sought to investigate whether the effects would differ depending on the level of learners' prior knowledge of the target feature. For this purpose, eight intact classes of 136 college students were assigned to four experimental groups (input, output, input-output, and output-input). Two treatment sessions provided the input group with textually enhanced materials and comprehension questions, while the output group was asked to perform picture-cued writing tasks. The input-output group was provided the input task followed by the output task, while the output-input group was asked to perform the output task followed by the input task. Based on the learners’ response to the pretest, three different levels of the learners’ prior knowledge were determined. The learners' noticing of the target feature was measured by counting the target features that they underlined in the subsequent input during the treatment sessions. The results showed that neither the different tasks types nor the learners’ prior knowledge led to any statistical differences in the noticing of the target feature. Pedagogical implications and directions for future study are discussed.
Abstract
The present study aimed to compare the effects of input-based, output-based, and combined focus-on-form instruction on the noticing of a given target grammar feature. It also sought to investigate whether the effects would differ depending on the level of learners' prior knowledge of the target feature. For this purpose, eight intact classes of 136 college students were assigned to four experimental groups (input, output, input-output, and output-input). Two treatment sessions provided the input group with textually enhanced materials and comprehension questions, while the output group was asked to perform picture-cued writing tasks. The input-output group was provided the input task followed by the output task, while the output-input group was asked to perform the output task followed by the input task. Based on the learners’ response to the pretest, three different levels of the learners’ prior knowledge were determined. The learners' noticing of the target feature was measured by counting the target features that they underlined in the subsequent input during the treatment sessions. The results showed that neither the different tasks types nor the learners’ prior knowledge led to any statistical differences in the noticing of the target feature. Pedagogical implications and directions for future study are discussed.
참고문헌 (40)
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