문법 탐구 과제의 해결 경험에 대한 학습자 반응 사례 연구
The Case Study on Learners’ Responses to Resolution Experiences of Grammar Inquiry Tasks
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This study investigates which intellectual stimulus learners experience in the process of the inquiry learning of grammar and which reponses they make as a result. The ultimate goal of this study is to emphasize the necessity that learners should be considered as a principal factor in studies on the inquiry learning of grammar. For this, experiences of grammar inquiry were provided for learners, and then by making them free to write about their experiences, the learners were required to verbalize their thoughts occurred in the inquiry process. This material shows an introspective character since it describes the inner side of learners. Therefore, by conducting the “Consensual Qualitative Research(CQR)” this study attempts to draw more reasonable and objective results. In conclusion, the responses of learners which are revealed in the resolution experiences of grammar inquiry tasks are largely divided into two dimensions. In the aspect of process, two noteworthy responses were “‘Finding Flow’ through problem solving by stages” and “experiences of intellectual interaction through horizontal teaching and learning.” In the aspect of results, on the other hand, the remarkable responses were “experiences of three-dimensional recognition for languages” and the “enhancement of self-confidence through the manifestation of potential language abilities.”The responses of learners revealed in this study is expected to provide a practical clue for planning grammar inquiry tasks or conducting practice study of the inquiry tasks.
Abstract
This study investigates which intellectual stimulus learners experience in the process of the inquiry learning of grammar and which reponses they make as a result. The ultimate goal of this study is to emphasize the necessity that learners should be considered as a principal factor in studies on the inquiry learning of grammar. For this, experiences of grammar inquiry were provided for learners, and then by making them free to write about their experiences, the learners were required to verbalize their thoughts occurred in the inquiry process. This material shows an introspective character since it describes the inner side of learners. Therefore, by conducting the “Consensual Qualitative Research(CQR)” this study attempts to draw more reasonable and objective results. In conclusion, the responses of learners which are revealed in the resolution experiences of grammar inquiry tasks are largely divided into two dimensions. In the aspect of process, two noteworthy responses were “‘Finding Flow’ through problem solving by stages” and “experiences of intellectual interaction through horizontal teaching and learning.” In the aspect of results, on the other hand, the remarkable responses were “experiences of three-dimensional recognition for languages” and the “enhancement of self-confidence through the manifestation of potential language abilities.”The responses of learners revealed in this study is expected to provide a practical clue for planning grammar inquiry tasks or conducting practice study of the inquiry tasks.
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