분리적 형태초점교수의 타이밍 효과와 학습자의 쓰기 정확성에 관한 연구- 명시적 지식과 배경 지식을 중심으로 -
The effects of the timing and written accuracy of isolated focus on form in Korean grammar
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초록
This study examines the effects of the timing of explicit instruction (EI) on grammatical accuracy. A total of 71 learners were divided into two groups: those with some productive knowledge of conditional clause(+Prior Knowledge) and those without such knowledge (−Prior Knowledge). Each group was divided into four conditions. Two (Pre-EI and Pre+During-EI) studied an EI handout prior to a composition task, but only the Pre+During-EI learners were allowed to refer to it during the task. The Post-EI learners received the handout after completing the task to use to revise their texts. The control group only completed the task. An error correction test and a text reconstruction test were used as Pre- and Posttest.
Abstract
This study examines the effects of the timing of explicit instruction (EI) on grammatical accuracy. A total of 71 learners were divided into two groups: those with some productive knowledge of conditional clause(+Prior Knowledge) and those without such knowledge (−Prior Knowledge). Each group was divided into four conditions. Two (Pre-EI and Pre+During-EI) studied an EI handout prior to a composition task, but only the Pre+During-EI learners were allowed to refer to it during the task. The Post-EI learners received the handout after completing the task to use to revise their texts. The control group only completed the task. An error correction test and a text reconstruction test were used as Pre- and Posttest.
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