정형화된 배열 습득을 위한 학습 유형 연구: 듣기 이해력을 중심으로
Learning Types for Acquisition of Formulaic Sequences: With Reference to Listening Comprehension
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This study examines the effects of explicit and implicit types for acquisition of formulaic sequences (FSs) on the listening comprehension of learners in different proficiency levels. Considering learning types and the different proficiency levels, learners were divided into four groups: group A (explicit learning, high proficiency); group B (implicit learning, high proficiency); group C (explicit learning, low proficiency); and group D (implicit learning, low proficiency). Three tests were conducted to measure the effectiveness of the two learning types of FSs for listening comprehension, and an open-ended questionnaire was used to determine learners’ perception and attitude toward both FSs and listening comprehension. The findings indicate that (1) no significant difference exists between explicit and implicit learning across different proficiency levels, meaning FS learning types have a negligible effect on listening comprehension; (2) learning types have little effect on producing FS forms; (3) at a low level, explicit learning is more effective when understanding the meaning of FSs; and (4) most learners are aware of the necessity of FSs, and want to extend them to speaking and writing skills. Teachers need to develop learning activities to stimulate lasting interest in FS acquisition.
Abstract
This study examines the effects of explicit and implicit types for acquisition of formulaic sequences (FSs) on the listening comprehension of learners in different proficiency levels. Considering learning types and the different proficiency levels, learners were divided into four groups: group A (explicit learning, high proficiency); group B (implicit learning, high proficiency); group C (explicit learning, low proficiency); and group D (implicit learning, low proficiency). Three tests were conducted to measure the effectiveness of the two learning types of FSs for listening comprehension, and an open-ended questionnaire was used to determine learners’ perception and attitude toward both FSs and listening comprehension. The findings indicate that (1) no significant difference exists between explicit and implicit learning across different proficiency levels, meaning FS learning types have a negligible effect on listening comprehension; (2) learning types have little effect on producing FS forms; (3) at a low level, explicit learning is more effective when understanding the meaning of FSs; and (4) most learners are aware of the necessity of FSs, and want to extend them to speaking and writing skills. Teachers need to develop learning activities to stimulate lasting interest in FS acquisition.
참고문헌 (41)
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