입력처리 교수가 한국 중학교 영어 학습자의 관계대명사 학습에 미치는 영향
The effects of Processing Instruction (PI) on learning relative pronouns by Korean middle school English learners
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This study aims to explore the effects of Processing Instruction (PI) on learning English relative pronouns by middle school third graders compared to Traditional Instruction (TI). Pre-test, post-test, and delayed post-test measures involving an interpretation task and a sentence-level production task were analyzed to examine the effects of learners’ target grammar learning and their long-term retention. For statistical analyses of the data, paired samples t-test and repeated measures ANOVA were performed. The results demonstrated that PI had immediate positive effects on the subjects’ interpretation and production of relative pronouns, whereas TI did so on their production only. For the high-level proficiency groups, only PI learners showed a significant improvement in both interpretation and production of the target grammar. For the low-level proficiency groups, both PI and TI did not have positive effects on interpretation. The positive effects of instruction were maintained over time for both groups.
Abstract
This study aims to explore the effects of Processing Instruction (PI) on learning English relative pronouns by middle school third graders compared to Traditional Instruction (TI). Pre-test, post-test, and delayed post-test measures involving an interpretation task and a sentence-level production task were analyzed to examine the effects of learners’ target grammar learning and their long-term retention. For statistical analyses of the data, paired samples t-test and repeated measures ANOVA were performed. The results demonstrated that PI had immediate positive effects on the subjects’ interpretation and production of relative pronouns, whereas TI did so on their production only. For the high-level proficiency groups, only PI learners showed a significant improvement in both interpretation and production of the target grammar. For the low-level proficiency groups, both PI and TI did not have positive effects on interpretation. The positive effects of instruction were maintained over time for both groups.
참고문헌 (23)
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