구조적 복잡성에 따른 영어관계절 학습효과의 일반화
The Role of Structural Complexity in Learning English Relative Clauses
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초록
This experimental study investigated the generalization of relative clause instruction in foreign language learning. Three groups of Korean middle school students were given an hour formal instruction in the formation of one type of English relative clauses (i.e., subject, direct object, or object of preposition). Another group that served as a control group received no instruction in relative clause formation. Statistical analyses of pretest and post-test results showed first that the experimental groups significantly improved in the scores on the formation of relatives targeted in instruction and that instruction in more complex relatives resulted in generalization to uninstructed less complex relatives, and not reverse. Also the results suggested that the difficulty of genitive relatives was decided by the structural distance between the gap and the head.
Abstract
This experimental study investigated the generalization of relative clause instruction in foreign language learning. Three groups of Korean middle school students were given an hour formal instruction in the formation of one type of English relative clauses (i.e., subject, direct object, or object of preposition). Another group that served as a control group received no instruction in relative clause formation. Statistical analyses of pretest and post-test results showed first that the experimental groups significantly improved in the scores on the formation of relatives targeted in instruction and that instruction in more complex relatives resulted in generalization to uninstructed less complex relatives, and not reverse. Also the results suggested that the difficulty of genitive relatives was decided by the structural distance between the gap and the head.
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