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교수법에 관한 제2언어습득이론으로서 VanPatten의 입력처리이론 평가

Evaluation of VanPatten’s Input Processing Theory as a Theory of Instructed Second Language Acquisition

변진석|조영우
한국지식정보기술학회 (Korea Knowledge Information Technology Society)|2013.02|한국지식정보기술학회 논문지 (Journal of Knowledge Information Technology and Systems)|제8권 제1호|pp. 95-106

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참고문헌

키워드

structured inputprocessing instructionsecond language acquisitioninformation processinginput processing theory
주제분류학제간연구

초록

본 연구는 이론의 가치를 평가하는 객관적인 준거에 근거하여 VanPatten의 입력처리이론을 평가하였다. 입력처리이론에 근거한 교수법은 전통적인 문법교수법이나 의미중심의 발화교수법보다 더 효과가 높으며 구조화된 입력처리 활동이 주요한 요인인 것으로 기존연구에서 보고되었다. 입력처리이론은 실증연구를 통한 입증가능성과 설명의 내적다탕성이 높은 것으로 나타났다. 그러나 외적타당성은 비교적 약하며 이론적 설명의 범위 또한 입력처리에 관련된 부분으로 제한되어 있다. 향후 지속적인 연구의 외연을 넓힌다면 교수환경 내에서 발생하는 제2언어습득의 효과를 검증하는 실증 연구의 이론적 틀로서 계속적으로 획기적인 역할을 할 수 있는 유용한 이론으로 판단된다. 본 논문에서는 특히 입력처리이론이 EFL환경인 한국에서의 영어교육과 제2언어습득이론의 발전을 위해 제공하는 시사점을 논의한다.

Abstract

This study evaluated VanPatten’s Input Processing Theory, which underpins what is known as Processing Instruction. This review revealed that Processing Instruction is more effective than traditional and meaningful output-based instruction, and this effect results mainly from structured input activity. Input Processing Theory has a high level of empirical verifiability and internal explanatory validity. However, it has relatively weak external validity and its scope is limited to input processing. It is expected to continue playing a monumental role as a theoretical framework for empirical research. Implications are discussed in relation to EFL teaching in Korea and the advancement of instructed second language acquisition theory.

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