학술논문
Is a Brief Explicit Grammar Explanation Needed in Business English Courses?
이용수 74
- 영문명
- Is a Brief Explicit Grammar Explanation Needed in Business English Courses?
- 발행기관
- 한국영어어문교육학회
- 저자명
- Bu-Ja Kim
- 간행물 정보
- 『영어어문교육』영어어문교육 제14권 제3호, 69~94쪽, 전체 26쪽
- 주제분류
- 어문학 > 영어와문학
- 파일형태
- 발행일자
- 2008.09.30
5,920원
구매일시로부터 72시간 이내에 다운로드 가능합니다.
이 학술논문 정보는 (주)교보문고와 각 발행기관 사이에 저작물 이용 계약이 체결된 것으로, 교보문고를 통해 제공되고 있습니다.
국문 초록
영문 초록
With a view to seeing whether explicit grammar explanation is necessary for increasing writing accuracy in business English courses, the present study investigated whether incorporating a combination of attention-drawing devices into a business English class may be effective in helping low intermediate-proficiency Korean university learners improve accuracy in their use of sentences with a relative clause structure. The study found that the combination of input enhancement, translation, output practice, and corrective feedback and that of the traditional explanation, input enhancement, translation, output practice, and corrective feedback did not have a significant effect on improved accuracy. However, the combination of the pattern explanation, input enhancement, translation, output practice, and corrective feedback led to significantly improved accuracy. Consequently, it can be said that the pattern explanation, which treats relative clause structures as grammatical patterns based on word order, made a decisive contribution to the significant increase in accuracy. The effectiveness of the pattern explanation may be related to attention. Since the "Business English I" course the subjects took involved the integration of content and language instruction, their attention was divided over content and form. Therefore, to help them to achieve accuracy in the use of the target structure, the English restrictive relative clause structure, it was necessary to explicitly direct their attention to the target structure. In conclusion, a brief explicit explanation which explicitly draws students" attention to the knowledge serving for an important factor of the processing of a particular form or structure is needed in business English courses if the form or structure gives many students production problems.
목차
Ⅰ. INTRODUCTION
Ⅱ. LITERATURE
Ⅲ. TARGET FORM
Ⅳ. METHODOLOGY
Ⅴ. RESULTS
Ⅵ. DISCUSSION
Ⅶ. CONCLUSION AND LIMITATIONS
REFERENCES
APPENDIX
Ⅱ. LITERATURE
Ⅲ. TARGET FORM
Ⅳ. METHODOLOGY
Ⅴ. RESULTS
Ⅵ. DISCUSSION
Ⅶ. CONCLUSION AND LIMITATIONS
REFERENCES
APPENDIX
해당간행물 수록 논문
- Challenges of Task-Based Language Teaching - With Reference to Korean EFL Teachers" Beliefs
- L2 Acquisition Order of the PD and the DOD Structures in English
- Korean College students" Perceptions of Language and Culture in a Video-supported English Listening Class
- Motivation to Read in EFL College Classrooms
- Practical Tips for EFL Native Teachers and Their Employers in Korea
- What Research Says About Using Literature for English Language Learning and Teaching
- Suggestions to Improve Secondary School English Teacher Education in Korea
- Investigations on College EFL Readers" Awareness, Preferences, and Learning Strategies
- CCDL 프로그램을 활용하여 영문학 강의하기
- Prospective English Teachers" Reflection on Their Microteaching
- 한국영어어문교육학회 회칙 외
- Factors Affecting Korean Learners" Perception of English Sibilants
- 수용적 어휘 지식과 산출적 어휘 지식, 어휘 학습 전략의 관계
- Is a Brief Explicit Grammar Explanation Needed in Business English Courses?
- Teacher Feedback and Learner Uptake in the ESL Classroom
- 『선녀여왕』 일 권에 나타난 ‘변형’의 시학
- 지역형 소규모 영어체험센터 프로그램 개발 사례
- Resurrection as Bakhtinian Metamorphosis - Historicizing Education in David Copperfield
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