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A comparison of Integrated FFI and Isolated FFI in the development of explicit knowledge and implicit knowledge.

정현숙|김희영
현대영어교육학회 (The Modern English Education Society)|2016.11|현대영어교육 (Modern English Education)|제17권 제4호|pp. 71-94

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참고문헌

키워드

implicit knowledge암시적 지식명시적 지식explicit knowledgeIntegrated FFIIsolated FFI문법 통합 교수문법 분리 교수

초록

This study aims to investigate which method of instruction between Integrated Form-Focused Instruction (FFI) and Isolated FFI is more effective in developing explicit and implicit knowledge. In Integrated FFI, grammar instruction, such as brief explanations of language forms and error feedback, is provided while learners are engaged in tasks, whereas in Isolated FFI, grammar instruction is provided initially, before tasks are introduced. For the study, 45 first-grade middle school students were divided into two groups. One group received Integrated FFI while the other received Isolated FFI; both types of explicit form-focused instruction were embedded in communicative lessons. Pre- and post-treatment tests were administered to compare the effects of the different types of grammar instruction. The tests consisted of a written error correction test, an elicited imitation test, and a picture-cued oral test. The target grammatical structure was the passive voice. The results of the study show that there was no significant difference between Integrated FFI and Isolated FFI in students’ development of explicit or implicit knowledge, and that both manners of instruction can contribute to improvement on written error correction and elicited imitation tests.

Abstract

This study aims to investigate which method of instruction between Integrated Form-Focused Instruction (FFI) and Isolated FFI is more effective in developing explicit and implicit knowledge. In Integrated FFI, grammar instruction, such as brief explanations of language forms and error feedback, is provided while learners are engaged in tasks, whereas in Isolated FFI, grammar instruction is provided initially, before tasks are introduced. For the study, 45 first-grade middle school students were divided into two groups. One group received Integrated FFI while the other received Isolated FFI; both types of explicit form-focused instruction were embedded in communicative lessons. Pre- and post-treatment tests were administered to compare the effects of the different types of grammar instruction. The tests consisted of a written error correction test, an elicited imitation test, and a picture-cued oral test. The target grammatical structure was the passive voice. The results of the study show that there was no significant difference between Integrated FFI and Isolated FFI in students’ development of explicit or implicit knowledge, and that both manners of instruction can contribute to improvement on written error correction and elicited imitation tests.

참고문헌 (47)

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