Effects of Instructional Treatments with Learning Conditions and Tasks on Learning of Simple and Complex Grammatical Rules

• 발행기관: 한국영어어문교육학회
• 저자명: Mi-Sook Ko
• 간행물 정보: 『영어어문교육』영어어문교육 제14권 제4호, 93~114쪽, 전체 22쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2008.12.30

영문 초록

This study is a subsequent experiment of Ko’s (2006), which investigated the effects of learning conditions and task types respectively. Based on the findings of Ko’s (2006), the present study examined which combination of instructional treatments combining two learning conditions with two task types could be more effective than the other combinations on the learning of different grammatical rules. 130 Korean college freshmen with low proficiency were assigned to four experimental groups: EC (explicit condition and comprehension task), EP (explicit condition and production task), IC (implicit condition and comprehension task), and IP (implicit condition and production task). After two week instructions, post-test data through grammaticality judgment test and controlled written test were analyzed by the two-way Multiple Analysis of Covariance (MANCOVA). The findings of the study are as follows: (a) for the comprehension of a simple rule, there is no significant difference; (b) for the production of a simple and a complex rule, the EP can be the most effective; and (c) for the comprehension of a complex rule, the EP and the IP can be more effective than the EC and the IC. Overall, the effect of the combination with an explicit condition and a production task is more evident than the others. The results are expected to give empirical evidence and suggestions for more effective ways of promoting learning of formal linguistic features and leading L2 learners to develop their interlanguage.

목차

I. INTRODUCTION

II. RESEARCH BACKGROUND

III. METHOD

IV. RESULTS AND DISCUSSION

V. CONCLUSION

Abstract

REFERENCES

Appendix

키워드

learning condition task type instructional treatment rule complexity