Explicit Grammar Instruction and Development of Implicit Knowledge

• 발행기관: 한국영어어문교육학회
• 저자명: Jeong-eun Kim
• 간행물 정보: 『영어어문교육』영어어문교육 제20권 제1호, 93~112쪽, 전체 19쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2014.03.31

영문 초록

This study investigates the effects of explicit L2 knowledge obtained through explicit grammar instruction to development of implicit L2 knowledge. Forty-five Korean-speaking adult learners of English participated in the study and were randomly assigned to one of the two experimental groups, who received (1) explicit grammar instruction plus incidental L2 exposure (EI) or (2) incidental L2 exposure only (I), or one control group, who did not receive any instruction. Leaming was assessed by an untimed grammaticality judgment task (UGJT), a primary measure for explicit knowledge, and an oral elicited imitation task (OEIT), a primary measure for implicit knowledge. The analyses found that the EI group showed superior performance on the UGJT as well as OEIT whereas no superior performance was found from the I group. Therefore, this result suggests that the outcome of explicit grammar instruction positively affect development of implicit L2 knowledge, and the incidental L2 exposure alone does not offer a sufficient condition to develop implicit knowledge.

목차

Abstract

Ⅰ. INTRODUCTION

Ⅱ. LITERATURE REVIEW

Ⅲ. RESEARCH DESIGN

Ⅳ. RESULTS

Ⅴ. DISCUSSION AND CONCLUSIONS

REFERENCES

키워드

explicit grammar instruction implicit knowledge explicit knowledge untimed grammaticality judgment task oral elicited imitation task