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의사소통 중심 영어 수업에서 문법 교수 시기에 관한 성인 학습자들의 인식 연구

A study on the perceptions of college students toward the timing of grammar instruction in communicative classrooms

최수정|최종갑
한국영어교과교육학회 (The Korea English Education Society)|2016.05|영어교과교육 (Journal of the Korea English Education Society)|제15권 제2호|pp. 49-77|DOI 10.18649/jkees.2016.15.2.49

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참고문헌

키워드

형태초점 문법 교수/개별적 FFI/통합적 FFI/학습자 인식Form-focused instruction(FFI)/isolated FFI/integrated FFI/learner perceptions

초록

The present study aimed to investigate the perceptions of Korean college students regarding the role of grammar instruction in meaning-based communicative classrooms. It further examined their views on the timing of grammar instruction, conceptualized as integrated and isolated form-focused instruction (FFI) by Spada and Lightbown (2008). In addition, the study explored individual differences in their preferences to the two types of FFI. A total of 148 college students completed a questionnaire containing both open- and close-ended questions. The data were analyzed both quantitatively and qualitatively. The findings revealed that the college students considered studying grammar in communicative classrooms important, believing that grammatical knowledge was a prerequisite for successful communication. Regarding the timing of grammar instruction, the students preferred integrated FFI to isolated FFI. They thought highly of integrated FFI because they believed immediate corrective feedback while being engaged in communicative activities would better facilitate their grammar learning. It was also found that students’ level of English competency influenced their preferences for isolated FFI. We argue that more studies need to be conducted on the timing of grammar instruction in order to better support students’ grammar learning in communicative classrooms.

Abstract

The present study aimed to investigate the perceptions of Korean college students regarding the role of grammar instruction in meaning-based communicative classrooms. It further examined their views on the timing of grammar instruction, conceptualized as integrated and isolated form-focused instruction (FFI) by Spada and Lightbown (2008). In addition, the study explored individual differences in their preferences to the two types of FFI. A total of 148 college students completed a questionnaire containing both open- and close-ended questions. The data were analyzed both quantitatively and qualitatively. The findings revealed that the college students considered studying grammar in communicative classrooms important, believing that grammatical knowledge was a prerequisite for successful communication. Regarding the timing of grammar instruction, the students preferred integrated FFI to isolated FFI. They thought highly of integrated FFI because they believed immediate corrective feedback while being engaged in communicative activities would better facilitate their grammar learning. It was also found that students’ level of English competency influenced their preferences for isolated FFI. We argue that more studies need to be conducted on the timing of grammar instruction in order to better support students’ grammar learning in communicative classrooms.

참고문헌 (43)

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