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입력강화 과업의 순차적 및 통합적 형태초점 교수모형이 중등 영어 학습자들의 지문이해 및 목표언어형태 인지에 미치는 영향

The effects of sequential or integrated focus-on-form instruction models of input enhancement tasks on secondary English learners’ reading comprehension and grammar recognition

조윤경
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2020.09|영어교육연구 (English Language Teaching)|제32권 제3호|pp. 67-86|DOI 10.17936/pkelt.2020.32.3.004

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참고문헌

키워드

input enhancementfocus-on-form instructionintegrated입력강화(input enhancement)순차적(sequential)통합적(integrated)sequentialsecondary English learner
주제분류영어와문학

초록

The present study sought to examine the effects of sequential or integrated focus-on-form instruction models of input enhancement tasks to secondary English learners’ reading comprehension and grammar recognition. Furthermore, it examined whether such effects would differ depending on the learners’ level of prior knowledge of a target grammar. To this end, 81 female high school students were assigned to either of the two experimental groups. One group received a sequential focus-on-form instruction model where a reading comprehension task is followed in sequence by an input enhancement task. The other group received an integrated focuson-form instruction model where the reading comprehension task is provided simultaneously with the input enhancement task. The participants’ level of prior knowledge of the target grammar was based on their scores on the pre-grammar test. The result suggested that the sequential processing of meaning and grammar led to higher scores on a free recall task and a grammar recognition test. On other hand, the learners’ level of prior knowledge of the target grammar was found to intervene in the effects of the sequential or integrated processing of meaning and grammar. Theoretical and pedagogical implications will be discussed.

Abstract

The present study sought to examine the effects of sequential or integrated focus-on-form instruction models of input enhancement tasks to secondary English learners’ reading comprehension and grammar recognition. Furthermore, it examined whether such effects would differ depending on the learners’ level of prior knowledge of a target grammar. To this end, 81 female high school students were assigned to either of the two experimental groups. One group received a sequential focus-on-form instruction model where a reading comprehension task is followed in sequence by an input enhancement task. The other group received an integrated focuson-form instruction model where the reading comprehension task is provided simultaneously with the input enhancement task. The participants’ level of prior knowledge of the target grammar was based on their scores on the pre-grammar test. The result suggested that the sequential processing of meaning and grammar led to higher scores on a free recall task and a grammar recognition test. On other hand, the learners’ level of prior knowledge of the target grammar was found to intervene in the effects of the sequential or integrated processing of meaning and grammar. Theoretical and pedagogical implications will be discussed.

참고문헌 (45)

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