의사소통 중심 영어 수업에서 문법 교수 시기에 관한 성인 학습자들의 인식 연구

• 영문명: A study on the perceptions of college students toward the timing of grammar instruction in communicative classrooms
• 발행기관: 한국영어교과교육학회
• 저자명: 최종갑(Choi Jonggab) 최수정(Choi SooJoung)
• 간행물 정보: 『영어교과교육』영어교과교육 15권 2호, 49~77쪽, 전체 29쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2016.05.31

영문 초록

The present study aimed to investigate the perceptions of Korean college students regarding the role of grammar instruction in meaning-based communicative classrooms. It further examined their views on the timing of grammar instruction, conceptualized as integrated and isolated form-focused instruction (FFI) by Spada and Lightbown (2008). In addition, the study explored individual differences in their preferences to the two types of FFI. A total of 148 college students completed a questionnaire containing both open- and close-ended questions. The data were analyzed both quantitatively and qualitatively. The findings revealed that the college students considered studying grammar in communicative classrooms important, believing that grammatical knowledge was a prerequisite for successful communication. Regarding the timing of grammar instruction, the students preferred integrated FFI to isolated FFI. They thought highly of integrated FFI because they believed immediate corrective feedback while being engaged in communicative activities would better facilitate their grammar learning. It was also found that students’ level of English competency influenced their preferences for isolated FFI. We argue that more studies need to be conducted on the timing of grammar instruction in order to better support students’ grammar learning in communicative classrooms.

목차

Abstract

I. 서론

II. 이론적 배경

III. 연구 방법

IV. 연구 결과

V. 논의 및 결론

참고문헌

부록

키워드

Form-focused instruction FFI isolated FFI integrated FFI learner perceptions 형태초점 문법 교수 개별적 FFI 통합적 FFI 학습자 인식