학습자의 에니어그램 성격유형을 활용한 프랑스어 쓰기 학습전략의 넛지 효과(Nudge Effect) 고찰
Nudge Effect of the French Writing Strategies based on the Learners' Enneagram Personality Types
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This article describes teacher’s intervention in order to improve the writing skills of FFL(French as a foreign language) university students who have chosen French as their major. The teaching technique, that is to say nudges, designed for a French writing course was based on the following data: (a) the learner’s enneagram personality types; (b) a survey about 67 students on their learning styles of foreign language; (c) learners’ two grades, i.e. a mid-term evaluation and a term-end evaluation. The collected data was analyzed using ANOVA of SPSS(version 22.0) to see the answer the four hypotheses: existence of a majority enneatype, existence of a enneatype having a advantage or a weaknesse of French writing, and existence of the correlation between teacher’s frequency of nudge and students’ grade. In conclusion, nudges of high frequency induced by the teacher's intervention encouraged learners to generate positive motivation for writing in French as a foreign language and to contribute improvement in their French writing skills.
Abstract
This article describes teacher’s intervention in order to improve the writing skills of FFL(French as a foreign language) university students who have chosen French as their major. The teaching technique, that is to say nudges, designed for a French writing course was based on the following data: (a) the learner’s enneagram personality types; (b) a survey about 67 students on their learning styles of foreign language; (c) learners’ two grades, i.e. a mid-term evaluation and a term-end evaluation. The collected data was analyzed using ANOVA of SPSS(version 22.0) to see the answer the four hypotheses: existence of a majority enneatype, existence of a enneatype having a advantage or a weaknesse of French writing, and existence of the correlation between teacher’s frequency of nudge and students’ grade. In conclusion, nudges of high frequency induced by the teacher's intervention encouraged learners to generate positive motivation for writing in French as a foreign language and to contribute improvement in their French writing skills.
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