명시적 접근과 암시적 접근에서의 연어학습
Explicit and Implicit Instruction in Collocation
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초록
본 연구는 중학교 1학년 학생을 대상으로 두 개 이상의 단어가 함께 나타나는 동사-명사 연어학습을 명시적으로 가르칠 때와 암시적으로 가르칠 때 어떤 것이 보다 효과적인가를 조사하였다. 연어학습에 대한 사전, 사후, 그리고 지연된 사후 검사를 실시하였고, 통계적으로 유의미함을 살펴보았다. 그 결과 학습방법에 상관없이, 연어학습이 발생하면 학습자의 연어능력이 향상되었다. 명시적 교수는 사전-사후 검정뿐 아니라 지연된 사후 검정에서도 효과적으로 나타나 장기기억에 저장되었다. 그러나 암시적 교수는 예상과 달리 사후 효과는 보였으나 지연된 사후 검정에서는 효과를 보이지 않아 단기기억으로 국한되었다. 학습자의 수준별로 살펴보면 명시적 교수는 학습자의 능력과는 관계가 없었지만, 암시적 교수는 학습자의 영어능력에 따라 차이가 발생했다. 따라서 학습자의 능력이 낮은 경우에는 암시적 방법보다는 명시적 접근이 바람직하다.
Abstract
This study investigates the effect of explicit and implicit instruction on learning verb plus noun collocation. Thirty-one middle school students participated in this study. Students’ knowledge about the targeted collocation was measured in pre-tests, followed by implicit and explicit instruction. Thirty-minutes later, students took post-tests, and then they took delayed post-tests in a week. In statistical analysis, the students showed improvement both in implicit and explicit instruction. Specifically, explicit instruction was effective both in post-test and delayed post-test whereas implicit instruction was effective only in post-test. Also, low-level students did not show any improvement in implicit instruction whereas high-level students showed benefits both from explicit and implicit instruction. This study suggests that implicit instruction should be avoided for low-level students.
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