• 영어어문교육
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• 제16권3호
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• pp.59-80
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• 2010

The present study investigated what kind of form-focused instruction would yield better results for incidental learning of English verb patterns in two experiments. Experiment 1 compared the effectiveness of focus on form (reading + translation) and focus on forms (verb pattern list + translation) tasks in learning new English verb patterns incidentally in Korean EFL college classrooms. The results of Experiment 1 showed significantly higher results for the focus on forms group. Since it was revealed by Experiment 1 that the learners did not notice unknown target verb patterns, Experiment 2 was undertaken to examine whether the difference between the focus on form and focus on forms conditions found in Experiment 1 would be retained even after the isolated form-focused instruction or focus on forms aiming at teaching students how to recognize verb patterns was provided for the learners before the focus on form and focus on forms tasks were carried out. The results showed that the focus on form group yielded significantly higher incidental learning scores than the focus on forms group. The effectiveness rates of the focus on form in Experiment 2 were statistically higher than those of the focus on forms in Experiment 1. The results of the two experiments indicated that the combination of the isolated form-focused instruction and focus on form was significantly more effective in learning English verb patterns incidentally. In conclusion, form-focused instruction including both isolated form-focused instruction and focus on form is an effective way to incidental learning of English verb patterns.

• 한국콘텐츠학회논문지
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• 제18권5호
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• pp.123-130
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• 2018

본 연구의 목적은 한국대학생의 통합과 분리 형태초점 교수법에 대한 견해를 조사하고, 이러한 견해가 집중도와 문법학습의 믿음과 어떠한 상관관계가 있는 지, 추가적으로 수준별 성별 차이점을 조사하는 것이다. 본 연구의 목적을 위해서 서울소재 대학생 157명을 대상으로 실시한 설문지 조사 결과를 상관관계분석과 T 검정을 사용하여 분석하였다. 참여 학생들은 통합 형태초점교수법을 선호하는 것으로 나타났으며, 통합 형태초점교수법의 선호도는 학습자의 영어 수업시간의 집중도와 영어 수준과 유의미하게 연관성이 있다는 것을 보여준다. 다른 한편으로 분리 형태초점 교수법의 선호도는 학습자의 문법에 대한 믿음과 유의미한 상관관계를 보여주었고 수준별 성별로 모든 학생들이 공통적인 결과로 나타났다. 결론적으로 통합 형태초점 교수법은 학습자의 집중도와 영어 수준에, 분리 형태초점 교수법은 학습자의 문법 학습에 대한 믿음에 영향을 받는다는 것을 알 수 있다. 결론적으로 교실현장에서 통합 형태초점교수법을 사용할 필요하며, 이러한 접근도 학습자의 수준과 집중도를 고려할 필요가 있다는 것을 보여준다.

• 한국융합학회논문지
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• 제8권2호
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• pp.269-276
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• 2017

본 연구의 목적은 한국어 교육에서의 형태초점교수법의 효과를 검증하기 위하여 지금까지 행해진 실증적 연구를 비판적 시각으로 검토하는 것이다. 이 목적을 달성하기 위해 다수의 논문 데이터베이스를 검색하여 총 66개의 논문을 찾았으며, 이중 실증적 자료를 제시한 12개의 논문을 연구대상으로 채택하였다. 채택된 논문들을 연구 참여자, 목표 문법, 처치, 측정, 효과성을 기준으로 분석하였다. 전반적으로 형태초점교수법에 속하는 다양한 교수 전략들은 한국어를 제2언어로 가르치는데 효과가 있는 것으로 나타났다. 본 연구의 결과는 형태초점 교수법에 영향을 미치는 요인을 파악하는 데 필요한 체계를 제공할 것이며, 또한 선행 연구의 메타 분석에 필요한 정보를 제공할 것이다.

• 영어어문교육
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• 제17권2호
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• pp.39-58
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• 2011

This study highlights some very important future directions for the revision of language forms in the 2007 Korean English Curriculum, expected to be made public in the summer of 2011. A critical review of the 2007 National English Curriculum shows that language forms exemplified in that curriculum are not well-chosen or well-sequenced from the viewpoint of grammar selection and gradation, and that no mention of structural labels or grammatical terminologies makes it hard for teachers to recognize their formal properties. To fulfill the original purpose that languages should be listed in the curriculum so that functional-notional syllabuses can be complemented by form-focused instruction, the study presents partial inventories of grammatical items with well-chosen and well-sequenced examples. Minimal descriptions are given to these inventories that are based on general notions or well-known grammatical notions. Occasional suggestions are also made for which language forms should be taught in which schools.

• 한국산학기술학회논문지
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• 제16권10호
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• pp.6475-6482
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• 2015

본 연구의 목적은 형태초점 교수법과 오류수정 피드백이 영어 구문 학습에 효과적인지를 살펴보고, 이에 대한 학생들의 반응을 파악하기 위함이다. 연구 참여자들은 필수과목인 영어회화 강좌를 수강하는 8개 분반의 초급수준의 대학교 1학년 학생 122명이다. 이들 여덟 개 분반을 무작위로 세 그룹 즉 시각적 입력강화 집단(TIE group), 출력강화 집단(DICT group)과 통제집단(CG group)으로 나누어 사전 사후 평가 및 설문조사를 실시하였다. SPSS 21.0 for Window 프로그램을 사용하여 형태초점 교수법과 오류수정 피드백의 효과와 학생들의 영어수업에 대한 인식과 태도의 변화를 분석하였다. 연구결과, 본 연구에 활용된 형태초점 교수활동인 입력강화 및 출력강화 활동과 오류수정 피드백 모두가 학생들이 문법형태에 대한 지식을 향상시키는데 효과가 있는 것으로 나타났으며, 실험집단 모두가 형태초점 교수법과 오류수정 피드백에 긍정적인 인식과 태도를 보였고, 실험에 참여한 모든 학생들이 짝 활동(pair work)을 선호하였다. 또한, 통제집단(CG group)을 제외한 대부분의 시각적 입력강화 집단(TIE group)과 출력강화 집단(DICT group) 학생들은 영어수업에 대한 만족과 흥미를 보였던 것으로 나타났다. 이러한 실험 결과에 의거하여, 한국의 EFL 학습 환경에 있는 학생들의 영어 학습에 대한 개인적인 선호도를 고려하여 짝 활동 (pair work)의 형태로 목표문법형태 학습에 적절한 형태초점 교수법을 적용할 것을 제안한다.

• 한국콘텐츠학회논문지
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• 제20권8호
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• pp.101-113
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• 2020

본 연구는 명시적 형태 중심 교수법(FFI)이 영어 약모음 /ə/을 교실 상황에서 EFL 학생에게 교수하는 데 있어 얼마나 효과적인지 조사하였다. 25명의 고등학교 여학생이 13명은 실험집단에 12명은 통제집단으로 나뉘어 참여하였다. 또한, 미국인 여성 한 명도 비교 기준점을 위한 음성자료를 제공하였다. 실험집단 참여자는 한 달 반 동안 연구자의 발음과 텍스트를 음성으로 변환해주는 인터넷 프로그램의 발음을 따라 하고, 개인별로 피드백을 받았다. 처치 전, 후 참여자들은 14개의 2음절 이상 다음절 실험단어와 그 단어가 포함된 문장을 읽었으며 읽은 문장은 음성자료로 녹음되었다. 자료 분석을 위해 대응 표본 t 검증과 비모수 Wilcoxon signed-rank 검증이 사용되었다. 연구 결과에 따르면 실험군 참여자들은 사전 실험보다 사후 실험에서 영어 약모음을 약 40% 짧게 조음하였다. 하지만 모음 조음 공간에서 혀의 위치를 나타내는 F1/F2 formant에서 실험 참여자의 F1/F2 formant 분포형태는 이 연구의 기준점인 539 Hz (F1) × 1797 Hz (F2)와 상이했다. 이 연구의 결과는 반복적인 따라 하기와 적절한 피드백을 제공하는 명시적인 형태 중심 교수법(FFI)이 영어 발음 교수에 일부 효과가 있다는 것을 보여 주었다.

• 영어어문교육
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• 제13권2호
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• pp.63-90
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• 2007

The present study investigated what combination of three form-focused options - explicit explanation, production practice, and corrective feedback - may be effective in helping low-proficiency learners improve accuracy in communicative writing. The subjects were 34 Korean university students enrolled in 'Business English 1' and the study lasted 11 weeks. The relative clause structure was selected as the target structure. The study found that the combination of explicit explanation, sentence-level production practice, communicative writing practice, and recasts had a significantly greater effect on improved accuracy than the combination of communicative writing practice and recasts and that of explicit explanation, communicative writing practice, and recasts. Because the second and third combinations didn't lead to significantly improved accuracy, it can be concluded that of the form-focused options forming the first combination sentence-level production practice made a decisive contribution to the significant increase in accuracy. It also found that the provision of self-correcting opportunities before providing recasts on errors committed in sentence-level production practice resulted in significantly greater accuracy in communicative writing than the provision of recasts alone on them. The results of the study suggest that we should make low-proficiency Korean learners have sentence-level production practice which is intensive and focused and make them self-correct targeted errors before providing them with narrowly focused recasts in order to help them to improve writing accuracy.

• 아시아태평양코퍼스연구
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• 제2권1호
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• pp.1-11
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• 2021

Recently, corpus assisted vocabulary instruction has been attracting a lot of interest. Most studies have focused on understanding language learners' receptive vocabulary knowledge. Limited attention has been paid to learners' productive competence. To fill this gap, this study attended to learners' productive lexical development in terms of form, meaning and use respectively. This study introduced EFL learners to the corpus-based language pedagogy to learn COVID-19 theme-based vocabulary. To investigate the gains and views of 33 EFL first-year college students, a sentence completion task and a questionnaire were developed. Learners' productive performances in the three lexical knowledge aspects (i.e., form, meaning and use) were particularly targeted. The results revealed that the students achieved significant gains in all aspects regardless of their proficiency level. In particular, the less proficient students achieved greater knowledge retention compared with their highly proficient counterparts. Meanwhile, students showed positive attitudes towards the corpus-based approach to vocabulary learning.

• 한국학교수학회논문집
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• 제1권1호
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• pp.151-163
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• 1998

In mathematics education, teaching-learning activity can be divided largely into the understanding the mathematical concepts, derivation of principles and laws, acquirement of the mathematical abilities. We utilize various media, teaching tools, audio-visual materials, manufacturing materials for understanding mathematical concepts. But sometimes we cannot define or explain correctly the concepts as well as the derivation of principles and laws by these materials. In order to solve the problem we can use the computer. In this paper, character and movement state of various quadratic function graph types can be used. Using the computers is more visible than other educational instruments like blackboards, O.H.Ps., etc. Then, students understand the mathematical concepts and the correct quadratic function graph correctly. Consquently more effective teaching-learning activity can be done. Usage of computers is the best method for improving the mathematical abilities because computers have functions of the immediate reaction, operation, reference and deduction. One of the important characters of mathematics is accuracy, so we use computers for improving mathematical abilities. This paper is about the program focused on the part of "the quadratic function graph", which exists in mathematical curriculum the middle school. When this program is used for students, it is expected the following educational effect. 1, Students will have positive thought by arousing interests of learning because this program is composed of pictures, animations with effectiveness of sound. 2. This program will cause students to form the mathematical concepts correctly. 3. By visualizing the process of drawing the quadratic function graph, students understand the quadratic function graph structually. 4. Through the feedback, the recognition ability of the trigonometric function can be improved. 5. It is possible to change the teacher-centered instruction into the student-centered instruction. For the purpose of increasing the efficiencies and qualities of mathmatics education, we have to seek the various learning-teaching methods. But considering that no computer can replace the teacher′s role, tearchers have to use the CIA program carefully.

• 한국학교수학회논문집
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• 제2권1호
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• pp.219-229
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• 1999

Nowadays the use of computer has a tendency to be being increased in classroom. Also, Many mathematics teachers are attempting to use computer efficiently in classroom. Computer has unique functions such as graphic, animation, and error correction. As graphic and animation can make the content of mathematics visible and make it easy for learners to study mathematics, it is desirable to develop the computer educational program and use it in teaching and learning mathematics. Especially, before concepts study on the unit of Figure or Function, the use of graphic or animation is efficient by being able to understand easily the content. The purpose of this thesis is to produce the computer program on the Movement of Figure in the unit of Equation of Figure which is in mathematics curriculum for the first grade of high school. In teaching and learning mathematics by use of this program, the educational effects are expected as follows: 1. It is expected that this program will stimulate the interest of learners by using animation and acoustic (sound) effect and so learners' voluntary and active thinking activity will be shown. 2. It will be helpful to form exact concept because it is possible to understand intuitively the basic concepts on the Movement of Figure by using graphic and animation. 3. It is expected that the repeated study of this program already designed will remove the fear of incomplete parts and help review them. 4. It is possible to change from teacher-centered instruction, which is the blind point of recent mathematics education, to the learner-centered instruction. However, it is necessary to realize that using the educational engineering (computer) in mathematics education cannot always cause learners to study mathematics very well and that computer cannot take the place of mathematics teacher. Accordingly, computer will be treated as aids which help learners study difficult part.