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조윤경 ( Cho Yunkyoung ),김지수 ( Kim Jeesoo ),오준일 ( Oh Junil ) 글로벌영어교육학회(구 호남영어교육학회) 2016 Studies in English education Vol.21 No.2
The present study sought to examine the use of grammar learning strategies of Korean college students in two aspects. First, it explored the relationship between learner background factors and their use of grammar learning strategies. Second, it investigated to what extent the learners’ use of grammar learning strategies would predict their grammatical knowledge and whether it would have different effects on their grammatical knowledge measured by two grammar tests with a differing level of vocabulary and readability. To this end, 107 Korean college students were asked to complete a grammar learning strategy questionnaire and take the two grammar tests. The results show that the learners reported using more explicit discovery strategies and more implicit strategies over explicit consolidation strategies, and that higher grade students reported more uses of grammar strategies than did lower grade students. Furthermore, the use of explicit discovery strategies was found to positively predict the scores of grammar tests with a lower level of vocabulary and readability. On the other hand, the results suggest that the use of implicit strategies would predict grammatical knowledge measured by the grammar test loaded with difficult vocabulary and higher readability. Theoretical, methodological and pedagogical implications are discussed.