형태중심과 형태초점의 어휘 지도 방법이 우연적인 문법 습득에 미치는 영향
Effects of Teaching Vocabulary through Focus on Forms and Focus on Form Instruction on the Incidental Acquisition of L2 Grammar
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
This study, as a conceptual replication of Shintani (2015), examined the effectiveness of teaching vocabulary through focus on forms and focus on form instruction on the incidental acquisition of two grammatical features by primary school EFL learners. Two third-grade classes with a total of 43 students were randomly selected and assigned to two treatment conditions: either focus on forms condition or focus on form condition. Each group received four 40-minute lessons designed to teach 24 lexical items and expose the learners to the two target grammatical features: the plural morpheme ~s and the definite article the. Results showed a statistically significant within-subjects improvement in terms of the English plural ~s for both treatment conditions, whereas focus on form instruction was found to be slightly more effective, albeit statistically nonsignificant, than focus on forms instruction in the acquisition of the definite article the. Potential mediating factors leading to differential effects are discussed in addition to relevant experimental issues and directions for future research.
Abstract
This study, as a conceptual replication of Shintani (2015), examined the effectiveness of teaching vocabulary through focus on forms and focus on form instruction on the incidental acquisition of two grammatical features by primary school EFL learners. Two third-grade classes with a total of 43 students were randomly selected and assigned to two treatment conditions: either focus on forms condition or focus on form condition. Each group received four 40-minute lessons designed to teach 24 lexical items and expose the learners to the two target grammatical features: the plural morpheme ~s and the definite article the. Results showed a statistically significant within-subjects improvement in terms of the English plural ~s for both treatment conditions, whereas focus on form instruction was found to be slightly more effective, albeit statistically nonsignificant, than focus on forms instruction in the acquisition of the definite article the. Potential mediating factors leading to differential effects are discussed in addition to relevant experimental issues and directions for future research.
참고문헌 (40)
- 강동호, "영어수동태학습에서 형태초점과 컴퓨터 매개학습의 장ㆍ단기 수준별 효과와 정의적 요인", Foreign Languages Education, 12(3), pp.219~244 (2005), 한국외국어교육학회
- 김수진, "형식집중에 근거한 문법학습이 초등학생의 영어학습에 미치는 영향", Studies in English Education, 9(2), pp.151~173 (2004)
- 김진영, "형태초점 의사소통교수법의 활용이 초등영어 학습자의 문법지식과 의사소통능력에 미치는 영향", 언어학 연구, (24), pp.61~80 (2012), 한국중원언어학회[DOI]
- 민찬규, "형태 초점 의사 소통 접근 방법: 교수법적 특징과 영어교육에의 적용 방안", Foreign Languages Education, 9(1), pp.69~87 (2002), 한국외국어교육학회
- 민찬규, "형태초점 접근방법(The Focus-on-form Approach)은 과연 효과적인가?", 한국외국어교육학회 학술대회, pp.129~132 (2006)
- 조윤경, "형태 초점 의사소통 교수법에서 교수모형과 학습자의 학습준비도가 목표문법학습에 미치는 영향", Foreign Languages Education, 17(3), pp.227~250 (2010), 한국외국어교육학회
- Berko, J., "The child’s learning of English morphology", Word, 14, pp.150~177 (1958)
- Blaxton, T. A., "Investigating dissociations among memory measures: Support for a transfer-appropriate processing framework", Journal of Experimental Psychology: Learning, Memory, and Cognition, 15(4), pp.657~ (1989)
- Doughty, C., "Cognition and second language instruction", pp.206~257 (2001), Cambridge University Press
- Doughty, C., "Focus on form in classroom second language acquisition" (1998), Cambridge University Press
- Ellis, R., "Task-based language learning and teaching" (2003), Oxford University Press
- Gass, S. M., "Input, interaction, and the second language learner" (1997), Lawrence Erlbaum Associates
- Gass, S. M., "The Handbook of Second Language Acquisition", pp.224~255 (2003), Blackwell
- Goo, J., "Implicit and explicit learning of languages", pp.443~482 (2000), John Benjamins
- Goo, J., "The case against the case against recasts", Studies in Second Language Acquisition, 35, pp.127~165 (2013)
- Keck, C. M., "Synthesizing research on language learning and teaching", pp.91~131 (2006), John Benjamins
- Krashen, S., "Principles and practice in second language acquisition" (1982), Pergamon
- Krashen, S., "The input hypothesis" (1985), Longman
- Krashen, S., "The natural approach" (1983), Pergamon
- Long, M. H., "Foreign language research in cross-cultural perspective", pp.39~52 (1991), John Benjamins
- Long, M. H., "Handbook of second language acquisition", pp.413~468 (1996), Academic Press
- Long, M. H., "Language policy and pedagogy", pp.179~192 (2000), John Benjamins
- Long, M. H., "Focus on form in classroom second language acquisition", pp.15~41 (1998), Cambridge University Press
- Long, M. H., "Problems in SLA" (2007), Lawrence Erlbaum
- Long, M. H., "Second language acquisition and task-based language teaching" (2015), Wiley Blackwell
- Lyster, R., "Counterpoint piece : The case for variety in corrective feedback research", Studies in Second Language Acquisition, 35, pp.167~184 (2013)
- Mackey, A., "The Routledge handbook of second language acquisition" (2012), Routledge
- Mackey, A., "Conversational interaction in second language acquisition: A collection of empirical studies", pp.407~452 (2007), Oxford University Press
- Norris, J. M., "Effectiveness of L2 instruction : A research synthesis and quantitative meta-analysis", Language Learning, 50, pp.417~528 (2000)
- Pica, T., "Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes?", Language Learning, 44, pp.493~527 (1994)
- Pica, T., "Do second language learners need negotiation?", International Review of Applied Linguistics in Language Teaching, 34, pp.1~21 (1996)
- Schmidt, R., "The role of consciousness in second language learning", Applied Linguistics, 11, pp.129~158 (1990)
- Schmidt, R., "Deconstructing consciousness in search of useful definitions for applied linguistics", AILA Review, 11, pp.11~26 (1994)
- Schmidt, R., "Attention and awareness in foreign language learning", pp.1~63 (1995), University of Hawai’i Press
- Schmidt, R., "Cognition and second language instruction", pp.3~32 (2001), Cambridge University Press
- Shintani, N., "The incidental grammar acquisition in focus on form and focus on forms instruction for young beginner learners", TESOL Quarterly, 49, pp.115~140 (2015)
- Spada, N., "Form-focused instruction: Isolated or integrated?", TESOL Quarterly, 42, pp.181~207 (2008)
- Spada, N., "Interactions between type of instruction and type of language feature : A meta-analysis", Language Learning, 60, pp.263~308 (2010)
- White, L., "Against comprehensible input", Applied Linguistics, 8, pp.95~110 (1987)
- White, L., "Adverb placement in second language acquisition : Some positive and negative evidence in the classroom", Second Language Research, 7, pp.133~161 (1991)
