고등학교 학습자의 영어능숙도 및 인지양식에 따른 코퍼스 활용 영어 문법 수업의 효과
The Effects of Corpus-based Grammar Teaching According to the High School Students’ English Proficiency Levels and Cognitive Styles
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The purpose of this study was to investigate the effect of corpus-based grammar teaching according to the learners’ English proficiency levels and cognitive styles. A total of 64 Korean high school students in two classes participated in the study. While English proficiency levels of the two classes were not statistically different, one class was chosen as a corpus-based learning group and the other as a traditional instruction group. The students in each group were also identified by both proficiency levels (i.e., high or low level) and cognitive styles (i.e., field-independent or field-dependent). Six grammar items were taught to both groups during an eight-week session. The results showed that the corpus-based grammar teaching was more effective than the traditional instruction especially for low level students. As the students identified as field independent in the corpus-based group showed a higher achievement, it seemed that the student’s cognitive learning style had an influence on grammar learning. In conclusion, the present study suggests that teachers need to consider both learners’ English proficiency and their cognitive styles when planning a corpus based grammar lesson.
Abstract
The purpose of this study was to investigate the effect of corpus-based grammar teaching according to the learners’ English proficiency levels and cognitive styles. A total of 64 Korean high school students in two classes participated in the study. While English proficiency levels of the two classes were not statistically different, one class was chosen as a corpus-based learning group and the other as a traditional instruction group. The students in each group were also identified by both proficiency levels (i.e., high or low level) and cognitive styles (i.e., field-independent or field-dependent). Six grammar items were taught to both groups during an eight-week session. The results showed that the corpus-based grammar teaching was more effective than the traditional instruction especially for low level students. As the students identified as field independent in the corpus-based group showed a higher achievement, it seemed that the student’s cognitive learning style had an influence on grammar learning. In conclusion, the present study suggests that teachers need to consider both learners’ English proficiency and their cognitive styles when planning a corpus based grammar lesson.
참고문헌 (22)
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