입력 중심과 출력 중심 형태초점 접근법이 중학생 영어 문법 학습에 미치는 영향
The effects of input-based and output-based focus-on-form approaches on the development of English grammar ability of Korean middle school students
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The study investigated the differential effects of focus-on-form approaches in terms of input-based and output-based instructions on the learning of target grammar features, as well as how the approaches differed according to the learners' levels of proficiency in the target forms. A total of 47 first-year students from a middle school were randomly assigned to two experimental groups. The first group received input processing (IP) instruction while the other group received output-based (OB) instruction and was asked to use the target forms to complete assigned communicative tasks. Each treatment was offered for 10 weeks. The students' proficiency levels were grouped into two main levels based on their responses to a pretest of the target features. The findings showed that both approaches had no significant difference and had helped the students develop the target forms. But, the students with higher proficiency levels in OB instruction had outperformed, especially on the production test, their counterparts who had received IP instruction, indicating that the instructional effects could vary according to the proficiency levels.
Abstract
The study investigated the differential effects of focus-on-form approaches in terms of input-based and output-based instructions on the learning of target grammar features, as well as how the approaches differed according to the learners' levels of proficiency in the target forms. A total of 47 first-year students from a middle school were randomly assigned to two experimental groups. The first group received input processing (IP) instruction while the other group received output-based (OB) instruction and was asked to use the target forms to complete assigned communicative tasks. Each treatment was offered for 10 weeks. The students' proficiency levels were grouped into two main levels based on their responses to a pretest of the target features. The findings showed that both approaches had no significant difference and had helped the students develop the target forms. But, the students with higher proficiency levels in OB instruction had outperformed, especially on the production test, their counterparts who had received IP instruction, indicating that the instructional effects could vary according to the proficiency levels.
참고문헌 (26)
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