형태초점 수업이 초등학생의 말하기 쓰기 능력에 미치는 영향
The effects of ‘Focus on Form’ instruction on speaking and writing proficiency of elementary school students.
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This study aims to investigate the effects of focus-on-form instruction on the speaking and writing proficiency of elementary school students. Seventy-nine 6th grade students were divided into 3 groups and two experimental groups were taught using implicit and explicit teaching techniques respectively while the control group had regular classes based on the national curriculum. For seven weeks, the students took 40 minute class 3 times a week. After seven weeks of instruction, speaking and writing tests developed and validated by the researcher and other expert teachers were administered. The results show that the group taught with more implicit focus on form instruction achieved significantly better for the speaking tests than the other two groups although all three groups showed improvement. For the writing, all three groups improved but there was no significant difference among the groups. However, the mean scores of the experimental groups showed better results than that of the control group. In conclusion, the results may be interpreted that implicit teaching techniques can be more effective than explicit teaching to improve speaking proficiency of elementary school students. For the writing however, both implicit and explicit teaching have positive effects.
Abstract
This study aims to investigate the effects of focus-on-form instruction on the speaking and writing proficiency of elementary school students. Seventy-nine 6th grade students were divided into 3 groups and two experimental groups were taught using implicit and explicit teaching techniques respectively while the control group had regular classes based on the national curriculum. For seven weeks, the students took 40 minute class 3 times a week. After seven weeks of instruction, speaking and writing tests developed and validated by the researcher and other expert teachers were administered. The results show that the group taught with more implicit focus on form instruction achieved significantly better for the speaking tests than the other two groups although all three groups showed improvement. For the writing, all three groups improved but there was no significant difference among the groups. However, the mean scores of the experimental groups showed better results than that of the control group. In conclusion, the results may be interpreted that implicit teaching techniques can be more effective than explicit teaching to improve speaking proficiency of elementary school students. For the writing however, both implicit and explicit teaching have positive effects.
참고문헌 (30)
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