「かったです」 습득에서의 입력처리교수 방법의 효과에 관한 연구
A Study on the Effects of the Processing Instruction on the Acquisition of Kattadesu
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In this article, we address the issue of what teaching method is effective for accelerating the acquisition of kattadesu, a polite past-tense form of the i-adjectives in Japanese. To this end, we explore whether the teaching method based on Processing Instruction, proposed by the SLA researcher, VanPatten is more effective than the standard production-centered method. We provided the Processing-Instruction teaching and the production-centered teaching for the kattadesu-expressions in introductory classes on Japanese at a university in order to see whether the two teaching methods help the learners to improve their exam scores in terms of both comprehension and production and also which method is more effective. 64 university students were involved in this experiment, and the result indicates that as a whole, the Processing-Instruction teaching outperforms the output-centred teaching. It is thus suggested that the Processing-Instruction teaching method is effective for reducing the cases where desita is mistakenly used in place of kattadesu, the use of kattadesu is over-generalised, or the expression is wrongly used.
Abstract
In this article, we address the issue of what teaching method is effective for accelerating the acquisition of kattadesu, a polite past-tense form of the i-adjectives in Japanese. To this end, we explore whether the teaching method based on Processing Instruction, proposed by the SLA researcher, VanPatten is more effective than the standard production-centered method. We provided the Processing-Instruction teaching and the production-centered teaching for the kattadesu-expressions in introductory classes on Japanese at a university in order to see whether the two teaching methods help the learners to improve their exam scores in terms of both comprehension and production and also which method is more effective. 64 university students were involved in this experiment, and the result indicates that as a whole, the Processing-Instruction teaching outperforms the output-centred teaching. It is thus suggested that the Processing-Instruction teaching method is effective for reducing the cases where desita is mistakenly used in place of kattadesu, the use of kattadesu is over-generalised, or the expression is wrongly used.
참고문헌 (13)
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