Effects of Output Tasks on Korean EFL Learners’ Noticing and Learning of English Grammar

• 발행기관: 한국외국어교육학회
• 저자명: Mi-kyung Shin
• 간행물 정보: 『Foreign Languages Education』Vol.18 No.2, 127~163쪽, 전체 37쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2011.09.30

영문 초록

This study examines the relevance of the noticing function of output and the effects of two different output tasks on the learning of the English present hypothetical conditional of Korean learners according to their proficiency levels. Swain’s (1993, 1995, 2005) Output Hypothesis argued that output tasks play facilitative roles in promoting the learning of the grammatical forms. However, little empirical research has been done on the different effectiveness of output caused by the type of output tasks and learners’ proficiency. Ninety learners aged seventeen and eighteen were divided into a guided essay writing group (EG1), a reconstruction group (EG2), and a comparison group (CG) and performed output and input practices. This study found that output tasks promote the noticing of grammatical forms and have more facilitative effects on the learning of grammatical forms than comprehension practices do only when the output tasks provide opportunities for learners to produce language in a meaningful context and do not place a heavy cognitive burden on learners. It also found that output tasks have more facilitative effects on low proficiency level learners than on high proficiency level learners. The present study implies a great potential for the use of output tasks as an instrument for teaching the grammatical forms in secondary English classes.

목차

Ⅰ. Introduction

Ⅱ. Review of Literature

Ⅲ. Methods

Ⅳ. Results and Discussion

Ⅴ. Conclusion

References

Appendix

키워드

출력형 과업 Output Tasks