The Role of Awareness in the L2 Acquisition of English Grammatical Structure
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This study investigates the role of awareness in Korean high school students’ learning of the English comparative. A total of 93 first-year high school students participated in the experiment. Sixty five students participated in the 30 minute instructional treatment and were asked if they were aware of the target structure, the English comparative, in a reading text. Among them 38 students were grouped into the aware group, the other 27 into the unaware group. The control group consisted of twenty eight students. Both the aware group and the unaware group, performed better than the control group in the recognition task and the production task of the post-treatment test, which showed that the learners, whether they were aware or unaware of the target structure, improved their ability to recognize and produce the English comparative. The unaware group learners’ performance was not significantly different from that of the aware group learners, in the recognition task and their performance in the production task was just marginally lower than that of the aware group. The results of the present study showed the effects of awareness in L2 learning, but this study also provided supporting evidence for the dissociation between awareness and L2 learning.
Abstract
This study investigates the role of awareness in Korean high school students’ learning of the English comparative. A total of 93 first-year high school students participated in the experiment. Sixty five students participated in the 30 minute instructional treatment and were asked if they were aware of the target structure, the English comparative, in a reading text. Among them 38 students were grouped into the aware group, the other 27 into the unaware group. The control group consisted of twenty eight students. Both the aware group and the unaware group, performed better than the control group in the recognition task and the production task of the post-treatment test, which showed that the learners, whether they were aware or unaware of the target structure, improved their ability to recognize and produce the English comparative. The unaware group learners’ performance was not significantly different from that of the aware group learners, in the recognition task and their performance in the production task was just marginally lower than that of the aware group. The results of the present study showed the effects of awareness in L2 learning, but this study also provided supporting evidence for the dissociation between awareness and L2 learning.
참고문헌 (20)
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