성인 영어 학습자의 능격 동사에 대한이해와 학습 인식
Adult EFL Learners’ Knowledge and Learning Perspectives on Ergative Constructions
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This study aims to investigate Korean adult learners’ knowledge and their perspective on learning ergative constructions in English. A total of 104 adults took part in a grammaticality judgment test and a questionnaire survey. The overall test results indicated that the participants had a substantially low level of understanding of the ergative and middle constructions compared to that of transitive, passive, and ungrammatical sentences. The survey results revealed that Korean adult learners had not had many opportunities to learn ergative and middle constructions via teachers or learning materials. There was a difference in high- versus low-proficiency learners’ perspectives on learning the grammatical items. High-proficiency learners showed more positive responses toward learning grammar. Based on these findings, it is proposed that EFL teachers need to recognize the importance of teaching the ergative constructions to adult English learners in Korea. Teachers also need to take care of individual learners, particularly those who have relatively poor grammatical knowledge. EFL textbooks should include a grammar section that explains how the ergative is used in real-life situations.
Abstract
This study aims to investigate Korean adult learners’ knowledge and their perspective on learning ergative constructions in English. A total of 104 adults took part in a grammaticality judgment test and a questionnaire survey. The overall test results indicated that the participants had a substantially low level of understanding of the ergative and middle constructions compared to that of transitive, passive, and ungrammatical sentences. The survey results revealed that Korean adult learners had not had many opportunities to learn ergative and middle constructions via teachers or learning materials. There was a difference in high- versus low-proficiency learners’ perspectives on learning the grammatical items. High-proficiency learners showed more positive responses toward learning grammar. Based on these findings, it is proposed that EFL teachers need to recognize the importance of teaching the ergative constructions to adult English learners in Korea. Teachers also need to take care of individual learners, particularly those who have relatively poor grammatical knowledge. EFL textbooks should include a grammar section that explains how the ergative is used in real-life situations.
참고문헌 (17)
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