한국어 과거시제 형태소 습득에 있어서 입력처리 교수의 효과
The Effects of Processing Instruction on the Acquisition of Past-tense Maker in Korean.
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Previous studies in second language acquisition show that the ‘input’ plays an important role for successful grammar learning. However, Korean language teachers tend to focus on the output practice rather than the input intakes to developmental system in today’s Korean class yet. The present study examines the relative effects of input-based instruction technique, named Processing Instruction(hereafter, PI) with output-based traditional instruction technique(hereafter, TI) on past-tense maker in Korean. Twenty three beginning Korean learners of Chinese were divided two groups(PI & TI), and received instruction on target item separately. The learners’ knowledge of target form was evaluated by comprehension tasks and production tasks. The results indicated that the leaners in both groups gained from instruction and retained the knowledge of target form after 2 weeks in production tasks. But there was not statistical difference between two groups. In the case of comprehension tasks, the PI group gained greater than TI group in posttest, but there was not statistical difference in delayed posttest. These results suggest that the Processing Instruction is more effective technique than traditional technique, especially at least on comprehension of past tense maker in Korean.
Abstract
Previous studies in second language acquisition show that the ‘input’ plays an important role for successful grammar learning. However, Korean language teachers tend to focus on the output practice rather than the input intakes to developmental system in today’s Korean class yet. The present study examines the relative effects of input-based instruction technique, named Processing Instruction(hereafter, PI) with output-based traditional instruction technique(hereafter, TI) on past-tense maker in Korean. Twenty three beginning Korean learners of Chinese were divided two groups(PI & TI), and received instruction on target item separately. The learners’ knowledge of target form was evaluated by comprehension tasks and production tasks. The results indicated that the leaners in both groups gained from instruction and retained the knowledge of target form after 2 weeks in production tasks. But there was not statistical difference between two groups. In the case of comprehension tasks, the PI group gained greater than TI group in posttest, but there was not statistical difference in delayed posttest. These results suggest that the Processing Instruction is more effective technique than traditional technique, especially at least on comprehension of past tense maker in Korean.
참고문헌 (32)
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