The Effects of Consciousness-raising Tasks on EFL Learners' Grammar Acquisition and Flow
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The current study examines the effects of consciousness-raising tasks on L2 learners' grammar competence and their flow experiences. The participants consisted of 77 Korean college students who were assigned to two consciousness-raising task groups the hypothesis building/checking and classification and one control group. The study used a background questionnaire, pre-, post-, and delayed English grammar tests, and also pre-, and post-flow perceptions questionnaires. The results indicate that the hypothesis building/checking and classification task groups showed significant improvement in terms of immediate learning effects, while the performance of hypothesis building/checking task was much greater than the control group in terms of long-term retention. As for the flow experiences, learners in the hypothesis building/checking group rated themselves as having a faster flow state than the other groups. Based on the findings, pedagogical implications and suggestions for L2 grammar classrooms have been made.
Abstract
The current study examines the effects of consciousness-raising tasks on L2 learners' grammar competence and their flow experiences. The participants consisted of 77 Korean college students who were assigned to two consciousness-raising task groups the hypothesis building/checking and classification and one control group. The study used a background questionnaire, pre-, post-, and delayed English grammar tests, and also pre-, and post-flow perceptions questionnaires. The results indicate that the hypothesis building/checking and classification task groups showed significant improvement in terms of immediate learning effects, while the performance of hypothesis building/checking task was much greater than the control group in terms of long-term retention. As for the flow experiences, learners in the hypothesis building/checking group rated themselves as having a faster flow state than the other groups. Based on the findings, pedagogical implications and suggestions for L2 grammar classrooms have been made.
참고문헌 (44)
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