Differential Effects of Comprehension Strategy and Grammar Instruction on Second Language Reading Comprehension

Lee Young-Geun,Chung Hyejin 한국외국어대학교 영미연구소 2015 영미연구 Vol.34 No.-

This study investigated the effects of two different types of instruction on second language reading comprehension by low proficiency Korean college students. Three intact remedial classes were assigned to either strategy or grammar instruction. Seven comprehension strategies aligning with theories of comprehension processes were identified and taught in a concerted manner under strategy instruction while a traditional type of grammar teaching was implemented under grammar instruction. Results showed that both types of instruction led to similar student performance on the textbase comprehension measure assessing sentence level understanding. However, students with strategy instruction outperformed those with grammar instruction on the measures assessing deeper level understanding of a text, which required the students to connect text parts across sentences or paragraphs, or use knowledge-based inferences. Students’ think-aloud reports were also used to provide depth analysis.

A comparison of input-enhanced and output-enhanced grammar instruction

김재경,조영우 한국응용언어학회 2010 응용 언어학 Vol.26 No.2

This study compared three types of form-focused instruction: traditional deductive grammatical explanation (comparison), input-enhanced grammar instruction (reading-based), and output-enhanced grammar instruction (writing-based). Ninety-four Korean college students took a pretest in Week 1, and received one of the three treatments on three English grammatical forms: articles, count/non-count nouns, and the distinction between present perfect and present perfect continuous in Week 5 through 7. Then, they took a posttest in Week 8 (immediate) and a delayed posttest in Week 15. The results from the articles test indicated that the output-enhanced grammar instruction group showed greater improvement than the other groups. This difference held up on the delayed posttest. The results from the noun countability test showed that both output-enhanced and input-enhanced grammar instruction had a significant effect on the posttest gains, but no significant differences existed between both. Finally, the results from the tense test showed no significant difference among the three groups. These findings suggest that the effectiveness of form-focused instruction is constrained by form type.

Investigation of the Importance of Grammar Instruction in FL Programs

이경남 한국영어학회 2005 영어학 Vol.5 No.2

This paper investigates the importance of grammar instruction in foreign language programs. At present, the debate on the role of grammar instruction in foreign language education has led teachers into the dilemma of teaching or not teaching grammar. However, when considering the position of Korean students in learning English, grammar instruction is thought to be necessary, in particular for adolescent and adult learners, and there is a considerable amount of research which supports the need for grammar instruction in developing communicative competence. This paper accordingly reviews this and deals with the problem of the position of grammar in the curriculum, comparing the English curriculum in Korea with the standards of FL/ESL programs in the USA, especially with regard to the goals of 'comparisons' and 'structure' in each program. Then, the adult programs for non-native English-speaking people in a community in the USA are introduced. Through this investigation, it is shown that we need to incorporate grammar instruction more positively into the language curriculum and program.

예비 영어 교사와 비전공 영어 학습자의 문법 학습에 관한 신념 비교

김경미,이종복 미래영어영문학회 2019 영어영문학 Vol.24 No.3

The purpose of this study was to examine the beliefs of L2 learners regarding the role of grammar instruction at a four-year institution between pre-service teachers and non-English majors. A total of 200 L2 students completed a questionnaire of twenty-four Liker-scale items and four open ended prompts to collect the required data sets. The translated version of the survey of grammar instruction was submitted to a factor analysis, which identified six factors (efficacy of grammar, negative attitude toward error correction, priority of communication, importance of grammar, importance of grammatical accuracy, and negative attitude toward grammar instruction). The study forwards two specific research questions: What are the differences regarding their beliefs about grammar instruction? There are some differences between the two groups about beliefs regarding efficacy of grammar.

Invetigation of the Importance of Grammar Instruction in FL Pro grams

Kyoung-Nam Lee(이경남) 한국영어학회 2005 영어학 Vol.5 No.2

This paper investigates the importance of grammar instruction in foreign language programs. At present, the debate on the role of grammar instruction in foreign language education has led teachers into the dilemma of teaching or not teaching grammar. However, when considering the position of Korean students in learning English, grammar instruction is thought to be necessary, in particular for adolescent and adult learners, and there is a considerable amount of research which supports the need for grammar instruction in developing communicative competence. This paper accordingly reviews this and deals with the problem of the position of grammar in the curriculum, comparing the English curriculum in Korea with the standards of FL/ESL programs in the USA, especially with regard to the goals of 'comparisons' and 'structure' in each program. Then, the adult programs for non-native English-speaking people in a community in the USA are introduced. Through this investigation, it is shown that we need to incorporate grammar instruction more positively into the language curriculum and program.

Making Grammar Instruction More Communicative in the High School English Class

Sung-Ae Kim 한국외국어교육학회 2007 Foreign languages education Vol.14 No.1

  The purpose of the present study is to help the high school English teachers develop insights into communicative grammar instruction. In order to examine what the teachers do in their grammar instruction, the study analyzed five video-taped high school English classes. From the analyses it was found that despite all the efforts made by the educational policy to implement the communicative language teaching, the high school English teachers" grammar instruction today is hardly different from the traditional one. What the teachers basically do in their grammar instruction is to explain the grammar points, translate the sentences, and include some mechanical drills. Based on the findings, the study concludes that the high school English teachers lack knowledge and techniques necessary to teach the target language grammar more communicatively. It is suggested that in order to make their grammar instruction more effective in developing the communicative language ability in the students, the teachers need to reduce the time to explain grammar points and increase the time to engage the students in the meaningful use of the target structure. An example of the grammar instruction is provided to help the teachers.

An Analysis of Inductive and Deductive Grammar Instruction in Korean University English Classes

Andrew Garth 한국영어교육학회 2024 ENGLISH TEACHING(영어교육) Vol.79 No.4

This study analyzed inductive and deductive instructional approaches for teaching grammar within a Presentation-Practice-Production grammar lesson. The participants of this study included 119 Korean university students enrolled in an English as a foreign language class, with approximately half receiving deductive instruction and the other half receiving inductive grammar instruction. The analysis involved comparing learning gains as well as student perceptions of the two approaches via Mann Whitney U tests. The results showed no statistical difference in terms of the immediate or delayed learning gains for each grammatical topic, nor when all grammatical topics were aggregated. However, the analysis of student perceptions indicated that students found inductive instruction to be moderately more effective, interesting, and easier than deductive instruction. The study concludes with a discussion of the implications of these findings related to instructional practices in foreign language classes that utilize the Presentation- Practice-Production model as well as suggestions for future research concerning deductive and inductive instructional approaches.

Bloom의 신 교육목표분류학에 근거한 고등학교 문법 수업 목표 분석

김진희 ( Jin Hee Kim ) 경북대학교 중등교육연구소 2013 중등교육연구 Vol.61 No.4

This study aims to classify the instructional objectives and examine the aspects of ``grammar`` stated in ``Reading and Grammar I and II`` of 2009 revised Korean language curriculum, based on Bloom`s Revised Taxonomy of Educational Objectives, The study extracts 266 instructional objectives of ``grammar`` from 8 different kinds of ``Reading and Grammar I and II`` textbooks, In this study, the instructional objectives are analyzed and tbe findings are suggested as follows by school year and content. First, the results of the analysis on the instructional objectives of ``grammar`` part by school year show that ``conceptual knowledge`` and ``understand`` overwhelm the instructional objectives for both 2nd and 3rd grade of highscbool. In addition, ``meta-cognitive knowledge`` takes more proportion in knowledge dimension and ``apply`` in cognitive process of the instructional. objectives of grammar for 3rd grade than for 2nd grade of highschool. lt can be understand in the way that ``grammar`` of 3rd year of highscbool is based on the previously learned grammatical knowledge and focused on application. Second, the results from the analysis on the instructional objectives of ``grammar`` part by school year show that ``conceptual knowledge`` in knowledge dimension and ``understand`` in cognitive process dimension takes more proportion in ``Korean Language and Knowing``, ``Korean Language and Life`` and ``Korean Language and Spirit On the other hand, it shows that ``conceptual knowledge`` in knowledge dimension and ``apply`` in cognitive process dimension takes more proportion in ``Korean Language and Norms``.

The Effects of the Garden Path Technique on Chinese L2 Learners’ Acquisition of Relative Clauses

Wei Sun,Guozhen Yin,신유선 아시아테플 2023 The Journal of Asia TEFL Vol.20 No.4

The current study aimed to investigate the potential impact of the garden path technique on the instruction of grammar of relative clauses. A total of 83 Chinese EFL non-English majors from a northeast China university participated voluntarily, selected through convenience sampling. After a general language proficiency test, participants were divided into two groups for different grammar instructions. The experimental group received instruction using the garden path technique, which involves presenting confusing sentences within a target grammar structure and providing prompts for correcting errors. Conversely, the control group received traditional grammar instruction, including explicit explanations. Both the experimental and control groups completed a pretest, a post-test, and a delayed post-test consisting of a 30-item multiple-choice grammar test focusing on relative clauses. The obtained data revealed that the garden path technique group outperformed the control group in the posttest and delayed post-test. The garden path technique enhanced long-term retention of the target grammar structures. Furthermore, the garden path technique exhibited varying effects on different types of relative clauses. While learners initially struggled with reduced relative clauses, their ability to acquire these structures significantly improved after receiving grammar instruction incorporating the garden path technique. These findings demonstrate the effectiveness of the garden path technique in enhancing grammar instruction, emphasizing its ability to capture attention, promote engagement, and stimulate problem-solving. The study highlights the importance of implicit grammar instruction for teaching relative clauses in order to maximize learning outcomes.

통제작문을 활용한 문법 교육이 아랍어 학습자의 문법 능력에 미치는 영향

문지영 한국중동학회 2025 한국중동학회논총 Vol.45 No.3

본 연구에서는 통제작문을 활용한 문법 교육 방법이 아랍어 학습자의 문법 능력에 미치는 영향을 살펴보았으며, 또한 수준별 학습자에게 미치는 영향을 분석하고, 통제작문의 적합한 활용 방법에 대해 연구하였다. 이러한 목적을 위해 명지대학교 아랍어 관련 과목을 수강하는 학습자들을 대상으로 실험 연구를 진행하였다. 비교집단에는 기존의 문법 번역식 수업을, 실험집단에는 통제작문을 활용한 문법 수업을 총 8차시 진행하여 사전·사후 검사를 실시하였다. 또한, 수준별 학습자에 따라 통제작문을 사용한 문법 교육이 미치는 영향을 분석하였으며, 다음과 같은 결론을 얻게 되었다. 첫째, 통제작문을 활용한 문법 교육은 기존의 문법 번역식 교수법에 비해 아랍어 학습자의 문법 능력을 향상시킬 수 있는 효과적인 방법으로 나타났다. 기존의 문법 번역식 교수법은 형태 중심의 정보를 제공하는 데 초점을 맞추었기 때문에 학습자의 머릿속에 입력되기는 했으나, 실제 언어로 출력하기는 어려웠다. 이는 교사 중심의 일방적인 주입식 교육 방법이기 때문에, 학습자는 교사의 통제 하에 개인적으로 목표 언어를 사용할 기회를 갖지 못했다. 따라서 문법 번역식 교수법으로 지도받은 학습자는 언어의 형태적 지식을 활용하여 자신이 원하는 표현을 의사소통으로 출력하는 데 어려움을 겪었다. 또한, 이 수업에서 활용되는 번역 활동과 암기식 연습은 특정 문법을 한정된 형태로 반복 연습하는 방식이기 때문에 문맥을 고려하지 않은 부자연스러운 내용을 학습하게 되어, 언어를 의미 있게 활용하지 못할 가능성이 높다고 판단된다. 이에 따라, 단순히 명시적 지식만 제공하는 방식은 아랍어 학습자의 문법 교육에 적합하지 않다고 볼 수 있다. 반면, 통제작문을 활용한 문법 교육은 문맥에 맞는 언어 형태를 학습자에게 제공하고, 의사소통 목표를 달성하는 방법으로 학습자의 실용적 언어 능력 배양을 가능하게 했다. 따라서 통제작문을 과업 활동으로 활용하여 문법 교육에 적용하는 것은 과업 중심 언어 지도로서 진정성 있는 언어 사용과 의사소통 증진을 도울 수 있는 교육적 가치를 지닌다고 할 수 있다. 둘째, 통제작문을 활용한 문법 교육은 수준별 학습자 중 초·중급 학습자에게 가장 적합한 것으로 나타났다. 고급 학습자에게 통제작문은 작문의 기초 단계 연습으로, 통제된 형태로 실생활적인 내용을 사용한 쉬운 활동이었기 때문에 도전적인 과제가 되지 못했으며, 그들의 문법 능력 향상에는 도움이 되지 않았다. This study examines the effects of grammar instruction using controlled writing tasks on the grammatical proficiency of Arabic learners. It also analyzes the impact of this method on learners of different proficiency levels and explores appropriate ways to utilize controlled writing tasks effectively. For this purpose, an experimental study was conducted with learners enrolled in Arabic-related courses at the Department of Arabic Studies, University in Seoul. The comparison group received traditional grammar-translation instruction, while the experimental group participated in grammar lessons incorporating controlled writing tasks over eight sessions, with pre- and post-tests administered. Furthermore, the study examines how grammar instruction using controlled writing influences learners at different levels of proficiency, leading to the following conclusions: First, grammar instruction using controlled writing tasks was found to be more effective in improving the grammatical proficiency of Arabic learners compared to the traditional grammar-translation method. The traditional method primarily focused on providing form-centered information, which remained as input in the learners' minds but was not easily converted into output. Since this teacher-centered approach emphasized one-way delivery, learners had limited opportunities to personally use the target language. Second, grammar instruction using controlled writing tasks proved to be most suitable for beginner and intermediate learners. However, for advanced learners, controlled writing tasks, often involving basic exercises with simplified real-life content, did not present a challenging task and thus failed to significantly enhance their grammatical proficiency.