영어 문법 시험 문항과 EFL 학습자의 문법 학습전략 사용
Grammar Test Items and EFL Learners’ Use of Grammar Learning Strategies
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초록
This study investigated differences in the use of grammar learning strategies among EFL learners’ with varying proficiency levels according to grammatical test item. The meditating effect of indirect strategies on direct strategies and grammar proficiency was also examined. Data were analyzed from 178 respondents to a closed-question survey of grammar learning strategies. Test items referred to in the survey were classified into four grammatical units: words, verb phrases, verbal phrases, and clauses. The findings can be summarized as follows: (1) There is a significant difference by level in the use of direct strategies; (2) at higher levels of proficiency, metacognitive strategies have a significant influence on proficiency; and (3) at higher levels, metacognitive strategies have a mediating effect on direct strategies and grammar proficiency in the area of verb phrases. Pedagogical implications of the findings are subsequently presented.
Abstract
This study investigated differences in the use of grammar learning strategies among EFL learners’ with varying proficiency levels according to grammatical test item. The meditating effect of indirect strategies on direct strategies and grammar proficiency was also examined. Data were analyzed from 178 respondents to a closed-question survey of grammar learning strategies. Test items referred to in the survey were classified into four grammatical units: words, verb phrases, verbal phrases, and clauses. The findings can be summarized as follows: (1) There is a significant difference by level in the use of direct strategies; (2) at higher levels of proficiency, metacognitive strategies have a significant influence on proficiency; and (3) at higher levels, metacognitive strategies have a mediating effect on direct strategies and grammar proficiency in the area of verb phrases. Pedagogical implications of the findings are subsequently presented.
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