학습자의 L2 메타언어적 지식을 활용한 수업의 효과
The effect of learners’ meta-linguistic knowledge on L2 grammar learning
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초록
The purpose of this study was to investigate how much L2 learners’ meta-linguistic knowledge contributed to learning English grammar. For the study, 51 students who enrolled in TOEIC grammar course for 2012 fall semester were encouraged to explain how to answer the given questions using their meta-linguistic knowledge. After 12 weeks of the classes, they took the post-test and completed a grammaticality judgment task. The results of the post-test showed that the students performed better as a whole, and this performance reached the statistically meaningful level only in the higher level of students not in the lower level. However, this improvement did not appear at the grammaticality judgment task even though the scores of the final exam showed higher level of accuracy. Therefore, it does not seem that the learners’ explicit knowledge proceeds into their interlanguage system when they practiced activating their meta-linguistic knowledge. In addition, the study compared accuracy of 6 grammatical items between the final exam and the grammaticality judgment task. The comparison revealed a wide difference and a variety of aspects of grammar items regarding the degree of accuracy and consistency between two tasks.
Abstract
The purpose of this study was to investigate how much L2 learners’ meta-linguistic knowledge contributed to learning English grammar. For the study, 51 students who enrolled in TOEIC grammar course for 2012 fall semester were encouraged to explain how to answer the given questions using their meta-linguistic knowledge. After 12 weeks of the classes, they took the post-test and completed a grammaticality judgment task. The results of the post-test showed that the students performed better as a whole, and this performance reached the statistically meaningful level only in the higher level of students not in the lower level. However, this improvement did not appear at the grammaticality judgment task even though the scores of the final exam showed higher level of accuracy. Therefore, it does not seem that the learners’ explicit knowledge proceeds into their interlanguage system when they practiced activating their meta-linguistic knowledge. In addition, the study compared accuracy of 6 grammatical items between the final exam and the grammaticality judgment task. The comparison revealed a wide difference and a variety of aspects of grammar items regarding the degree of accuracy and consistency between two tasks.
참고문헌 (30)
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