학습자의 학습동기와 방법이 문법 학습에 미치는 효과 연구
Effects of output and input tasks on acquisition of target grammar based on students’ motivation
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The purpose of this study is to examine the most effective learning method for L2 learners to acquire target language by the specially devised input and output tasks. In addition, this study aims to investigate how the results of each task were influenced by the L2 learners’ motivation. For this study, experiments were implemented with 100 female college students. The students were divided into three different task groups: an input, an output, and a control group. The students first completed the motivation survey. Then the input group was provided with mixed input tasks (visual enhancement + meaning-orientation). The output group was provided with output tasks (a picturecued production task), and the control group followed the general tasks of the regular class which were a combination of input and output tasks. The input and output tasks were repeated three times with different reading passages. A posttest was administered immediately following the treatments. As a result, the output task group showed much better performance of acquiring target grammar than the input task group did. In addition, some attributes of L2 learners’ motivation promoted the L2 learners’ performance of the acquired target grammar.
Abstract
The purpose of this study is to examine the most effective learning method for L2 learners to acquire target language by the specially devised input and output tasks. In addition, this study aims to investigate how the results of each task were influenced by the L2 learners’ motivation. For this study, experiments were implemented with 100 female college students. The students were divided into three different task groups: an input, an output, and a control group. The students first completed the motivation survey. Then the input group was provided with mixed input tasks (visual enhancement + meaning-orientation). The output group was provided with output tasks (a picturecued production task), and the control group followed the general tasks of the regular class which were a combination of input and output tasks. The input and output tasks were repeated three times with different reading passages. A posttest was administered immediately following the treatments. As a result, the output task group showed much better performance of acquiring target grammar than the input task group did. In addition, some attributes of L2 learners’ motivation promoted the L2 learners’ performance of the acquired target grammar.
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