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RISS 인기검색어
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- 저자 : 제선미(Jae Sunmi) (검색결과 2 건)
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활자적 입력강화와 명시적 지시 및 주제 친숙도가 영어 수동태 학습 및 지문이해에 미치는 영향
제선미(Jae, Sunmi),조윤경(Cho, Yunkyoung) 새한영어영문학회 2014 새한영어영문학 Vol.56 No.1
This study sought to investigate the effects of typological input enhancement, explicit instruction, and topic familiarity on Korean college students’ learning of the passive form and reading comprehension. To this end, six classes of 157 Korean EFL college students were assigned to six groups. They were first asked to take a pretest, and were given two-stage treatments. The first stage was concerned with two-hour topic familiarity training provided for half of the six groups. The second stage involved two input enhancement treatment sessions. After each of the input enhancement treatment session, a written recall task was conducted in order to see what the participants could recall from the reading. Following all treatments, the experimental groups completed a form recognition posttest. The findings showed that the groups provided with enhanced texts with explicit instruction received significantly higher scores on the form recognition posttest, whereas topic familiarity training had no significant effect on learners’ processing of grammatical forms. Furthermore, the results of the free recall task showed that regardless of explicit instruction, the students with the enhanced texts outperformed those with the unenhanced texts on reading comprehension. Theoretical and pedagogical implications are discussed.
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제선미(Jae, Sunmi),손태호(Sohn, Taeho),조윤경(Cho, Yunkyoung) 한국외국어교육학회 2014 Foreign languages education Vol.21 No.3
Recognizing the importance of output and noticing in the second language acquisition, the present study investigated whether model writings and noticing-triggering activities can serve as one form of written feedback to learners’ writing. Particularly, it was interested in whether two different noticing-triggering activities would have different effects on learners’ noticing and incorporation in immediate and delayed revisions. To this end, 93 university students in three English composition classes in Busan were asked to take part in four-staged picture-cued narrative writing task (i.e., drafting, comparison, immediate revision, and delayed revision). The three classes engaged in different activities (i.e., note-taking, underlining, or reading) while they were comparing their own writing and the given models. The results indicated that models as written feedback have led learners to notice linguistic forms that they have previously found problematic or have not thought of as problematic. Furthermore, the note-taking activity in the comparison stage seemed to help learners better incorporate the linguistic forms included in the subsequent input.
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