Effects of Explicit Instruction on the Use of the English Definite Article

• 발행기관: 한국외국어교육학회
• 저자명: Ji-Hyun Park
• 간행물 정보: 『Foreign Languages Education』Vol.25 No.1, 55~76쪽, 전체 22쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2018.03.30

영문 초록

This study investigates the use of the English definite article by Korean middle school students and examines the effects of explicit instruction on the article. Two hundred and seventy-two Korean middle school students were instructed on the core meaning of the definite article, identifiability, through a processing instruction method and were tested on their uses of the target form before and after instruction. The pretest results show that the various non-generic uses of the English definite article pose different levels of difficulty for Korean middle school learners of English. The comparison between the pretest and posttest results confirm the positive effect of teaching the core meaning of the definite article. All in all, the study shows that the non-generic use of the English definite article is teachable through the introduction of its core meaning in the EFL classroom. It provides substantial empirical evidence for the facilitative role of focus on form instruction in the acquisition of definite article in an EFL context.

목차

I. Introduction

II. Literature Review

III. The Present Study

IV. Results

V. Discussion

VI. Conclusion

References

키워드

영어 정관사 관사 교수 한정가능성 명시적 교수법 처리교수법 the English definite article article pedagogy identifiability explicit instruction processing instruction