문법학습에서 형태초점과 컴퓨터 매개학습의 효과
The effects of off-line focus on form and on-line computer-mediated instructions in grammar learning
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Abstract
While the professional literature abounds with the values of focus on form instructions in second language classrooms, few researchers have investigated the differential effects of the off-line focus on form instructions in contexts of on-line CMC. Therefore, the purpose of the study was to examine (1) both short-term and long-term effects of input-centered (input enhancement) and output-centered (dictogloss) instructions on the acquisition of L2 English present perfect tense in contexts of CMC (four experimental groups) and (2) Korean secondary school learners’ individual differences on the different types of instructions in terms of their intrinsic & extrinsic motivations, motivational behaviors (attention, persistence, & intensity), willingness to communicate, and attributions of success and failure. The findings showed that the off-line output-centered focus-on-form instruction in context of the on-line CMC was the most effective, in particular for the advanced group, among the four experimental groups. In addition, students' achievement was significantly correlated with intrinsic motivation, motivational behaviors, willingness to communicate, and attributions of success/failure to efforts, in which the patterns of the correlations in turn depended on the types of focus on form and CMC instructions. The theoretical background and pedagogical implications are discussed.
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