명시적 문법 지식과 학습자 인식 연구 -스페인어 원망동사의 종속절 시제 사용을 중심으로-
Explicit Grammatical Knowledge and Grammatical Awareness of Foreign Language Learners: Focused on Spanish Volitional Verb
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Grammar rules instruction plays a very important role in foreign language education, where students learn the rules of the target language in a classroom environment and develop language skills based on them. Native speakers naturally acquire their native language and have a good intuition for grammar rules. However, classroom learners are provided with explicit explanations of the L2 grammar rules and, after internalizing these rules, produce a target forms based on their grammatical knowledge. In this sense, it has been argued that the metalinguistic awareness of classroom learners is very important in L2 teaching and learning. The purpose of this study is to investigate whether Spanish L2 learners recognize the difference between volitional verbs and produce grammatically correct sentences, focused on the tense of subjunctive verb used in the subordinate clause selected by the volitional verb. Based on the results of the tasks realized in this study, we propose that grammar rules that are not recognized in the L2 learning process do not become the learner’s explicit linguistic knowledge, and then the effect of consciousness plays a crucial role in L2 processing.
Abstract
Grammar rules instruction plays a very important role in foreign language education, where students learn the rules of the target language in a classroom environment and develop language skills based on them. Native speakers naturally acquire their native language and have a good intuition for grammar rules. However, classroom learners are provided with explicit explanations of the L2 grammar rules and, after internalizing these rules, produce a target forms based on their grammatical knowledge. In this sense, it has been argued that the metalinguistic awareness of classroom learners is very important in L2 teaching and learning. The purpose of this study is to investigate whether Spanish L2 learners recognize the difference between volitional verbs and produce grammatically correct sentences, focused on the tense of subjunctive verb used in the subordinate clause selected by the volitional verb. Based on the results of the tasks realized in this study, we propose that grammar rules that are not recognized in the L2 learning process do not become the learner’s explicit linguistic knowledge, and then the effect of consciousness plays a crucial role in L2 processing.
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