정형화된 배열 학습을 위한 수업 모델과 그 효율성—미녀와 야수를 활용하여
A Class Model for Learning Formulaic Sequences in an EFL Classroom: Using Beauty and the Beast
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The purpose of this study is to suggest a class model for learning formulaic sequences(FSs) in an English as a Foreign Language (EFL) classroom and to consider the effects of pragmatic functions in context on learning FSs. Three stages using a famous Disney animation, Beauty and the Beast, were suggested, namely, noticing, learning, and production. In the noticing stage, students choose FSs for themselves after watching the animation and understanding the story. Subsequently, they share their chosen FSs in a group discussion and become aware of language. In the second learning stage, the teacher imparts information about the social and pragmatic functions of FSs in context. At this stage, students acquire FSs through role play, which they record with their smart phones to produce a short video clip. Finally, in the production stage, students write down their experiences and/or opinions about the topic using the acquired FSs. This study consists of two groups using the class model for FSs: an experimental group that focuses on the pragmatic functions of FSs in context and a control group that focuses on the explicit meaning of FSs. The results show that the three-stage class model is effective for learning FSs. However, providing pragmatic functions does not seem to have a positive effect on acquiring FSs. As the acquisition of FSs is necessary for EFL students, teachers need more effective and creative activities for learning FSs, such as this model.
Abstract
The purpose of this study is to suggest a class model for learning formulaic sequences(FSs) in an English as a Foreign Language (EFL) classroom and to consider the effects of pragmatic functions in context on learning FSs. Three stages using a famous Disney animation, Beauty and the Beast, were suggested, namely, noticing, learning, and production. In the noticing stage, students choose FSs for themselves after watching the animation and understanding the story. Subsequently, they share their chosen FSs in a group discussion and become aware of language. In the second learning stage, the teacher imparts information about the social and pragmatic functions of FSs in context. At this stage, students acquire FSs through role play, which they record with their smart phones to produce a short video clip. Finally, in the production stage, students write down their experiences and/or opinions about the topic using the acquired FSs. This study consists of two groups using the class model for FSs: an experimental group that focuses on the pragmatic functions of FSs in context and a control group that focuses on the explicit meaning of FSs. The results show that the three-stage class model is effective for learning FSs. However, providing pragmatic functions does not seem to have a positive effect on acquiring FSs. As the acquisition of FSs is necessary for EFL students, teachers need more effective and creative activities for learning FSs, such as this model.
참고문헌 (24)
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