과업중심 지도와 명시적 지도가 한국 고등학생 영어 파생어 강세 학습에 미치는 영향

• 영문명: The effects of task-based instruction and explicit instruction on the learning of stress patterns in English derived words by Korean high school students.
• 발행기관: 한국영어교과교육학회
• 저자명: 장서연(Chang, Seo Yeon) 정현성(Chung, Hyunsong)
• 간행물 정보: 『영어교과교육』22권 4호, 223~248쪽, 전체 26쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2023.11.30

영문 초록

This study examines the effects of different instruction methods on the learning of stress patterns in English derived words by Korean high school students. It involved 81 second-year students from a specialized high school, divided into three groups: an experimental group with task-based instruction, a comparison group with explicit instruction, and a control group. Over the 10-week experiment, both the task-based and explicit instruction groups incorporated elements of stress patterns involving four stress-shifting suffixes (-ic(s), -ity, -tion, -ial) into their lessons. Pre- and post-pronunciation tests and surveys were conducted for all three groups, with an additional delayed-post survey administered to the task-based and explicit instruction groups. The experiment concluded with a delayed-post test conducted two weeks after the post-test. The study’s findings reveal that the task-based instruction group showed the most significant improvement in intelligibility in the delayed-post test. Meanwhile, the explicit instruction group was shown to be highly effective in improving their accuracy in both the post- and delayed-post tests. Additionally, positive correlations were observed between students’ accuracy and intelligibility. Lastly, in terms of perceptions and attitudes toward pronunciation and instruction, the task-based instruction group tended to recognize the importance of pronunciation in communication, while the explicit instruction group showed an increased interest in learning pronunciation between the pre- and post-surveys.

목차

I. 서론

II. 이론적 배경

III. 연구 방법

IV. 연구 결과

V. 결론 및 제언

참고문헌

키워드

과업중심 발음 지도 명시적 발음 지도 강세 이해가능성 정확성 task-based pronunciation teaching explicit pronunciation teaching stress intelligibility accuracy