형태초점접근법 : 문법항목과 지도방법의 관계 및 문법추론력과 문법습득의 관계

다국어 초록 (Multilingual Abstract)

This study investigates the effectiveness of form-focused instruction: relationships among grammar instruction, grammar complexity and grammatical inference ability. Participants were assessed for their grammatical inference ability through LLAMA F and pretested for prior grammar knowledge including the target structures. Then they completed four treatments followed by an immediate post-test and a delayed post-test conducted two weeks after the treatment. A pretest and two post-tests consisted of untimed grammaticality judgment, metalinguistic knowledge, and a written productive grammar test.
To conduct this study, two groups of middle school students were independently exposed to explicit and implicit grammar instructions on the acquisition of two grammatical structures, the article and passive voice, classified by complexity. Performance on the pretest and post-tests was compared to establish if there was a significant effect for the instructions that accompanied the treatments and the LLAMA F scores indicating individual grammatical inference ability.
It was found that in terms of the article acquisition, participants having the explicit instruction have shown the better accomplishment on a post-test and a delayed post-test than those having the implicit instruction, and that both the explicit and implicit instructions did have an immediate effect on the passive acquisition, not showing a long term effect. When it comes to the effect of the grammatical inference ability on two grammatical structures, the acquisition of the article, simple structure, was positively influenced by the grammatical inference ability while there was no significant correlation between the acquisition of passive voice, complex structure, and the grammatical inference ability.
This study’s findings contribute towards our understanding of the efficacy of form-focused instruction on the acquisition of simple and complex grammatical features, and the relationships between grammar instructions and grammatical inference ability. Considering the implications of this study, teachers need to be aware of the interaction between the types of instructions they give and the complexity of the target structures.

목차 (Table of Contents)

• 제 1장 서론 1
• 1.1 연구의 필요성 1
• 1.2 연구의 목적 3
• 1.3 용어 정의 4
• 1.3.1 언어적성 4
• 1.3.2 문법 추론력 5
• 제 2장 이론적 배경 및 선행연구 7
• 2.1 이론적 배경 7
• 2.1.1 형태초점 접근법의 개념 7
• 2.1.2 명시적 지도와 암시적 지도 10
• 2.1.3 언어적 복잡성 13
• 2.2 선행연구 17
• 2.2.1 복잡성에 따른 문법 항목과 문법 지도 방법 17
• 2.2.2 난이도가 다른 문법 항목과 명시적·암시적 지도 방법 19
• 2.2.3 학습자 개인차의 연구 22
• 1) 학습자 개인차 중 언어적성 22
• 2) 제 2언어 적성과 제 2언어 학습 23
• 제 3장 연구방법 26
• 3.1 연구문제 및 가설 26
• 3.2 연구대상 27
• 3.3 실험절차 28
• 3.4 실험도구 30
• 3.4.1 사전·중간·사후 평가 30
• 3.4.2 문법추론력 검사 32
• 3.4.3 문법학습 활동 자료 34
• 3.5 자료의 분석 방법 35
• 제 4장 연구결과 37
• 4.1 명시적·암시적 교수가 관사 학습에 미치는 영향 37
• 4.2 명시적·암시적 교수가 수동태 학습에 미치는 영향 42
• 4.3 문법추론력이 학습자의 문법 습득에 미치는 영향 48
• 4.3.1 LLAMA F점수와 관사 습득과의 상관관계 48
• 4.3.2 LLAMA F점수와 수동태 습득과의 상관관계 50
• 제 5장 결론 및 논의 53
• 5.1 연구결과 및 제언 53
• 5.2 연구의 제한점 58
• 참고문헌 60
• 부록 72
• Abstract 88