형태 초점 교수를 통한 한국어 내포문 교육 연구 : 관형사절과 명사절을 대상으로

다국어 초록 (Multilingual Abstract)

This study aims to suggest the instructional contents and the strategies to teach Korean adnominal and nominal clauses to advanced level of learners and learners for academic purposes.
Chapter 1 discusses the previous studies conducted on teaching of Korean sentence structure and embedded sentences. In the past, numerous studies on embedded sentences focused largely on the errors of the learners and they were mostly on adnominal clauses. The results of the analysis, however, did not lead onto suggesting the teaching strategies. Recent studies conducted on embedded sentences instruction are mostly about input enhancement. For this reason, there is a need to determine the ways to apply Focus on Form tasks and techniques in the instruction of Korean embedded sentences.
In Chapter 2, Focus on Form as a method of teaching Korean embedded sentences is suggested based on the examination of the shift in the grammar teaching methods. It reviews the principles of focus on form and instructional tasks and techniques for classroom use. It also provides further views on the categories of instructional tasks and techniques based on the degree of obtrusiveness. It then proposes that input techniques like enhancement should be adopted in combination of other Focus on Form tasks and that class should be ended with explicit feedback.
Chapter 3 examines the characteristics of adnominal clause and nominal clause and offers the educational contents of them for learners studying Korean as a foreign language. Grammar items ‘-는’, ‘-은’, ‘-을’, ‘-던’, ‘-다는’ are listed to teach adnominal clause and ‘-음’, ‘-기’, ‘-는 것’, ‘-는 바’, ‘-는 줄’, ‘-는지’ are listed to teach nominal clause. After making educational contents for each items, adnominal clause items are grouped into ‘-는․ -은․-을’, ‘-는․-다는’, ‘-은․-던’ and nominal clause items are grouped into ‘-음․-기․-는 것’, ‘-는 것․-는 바․-는 줄’, ‘-는 것․-는지’ based on learners' confusing aspects. Educational contents for learners to choose relevant grammar item among the above are also discussed.
Chapter 4 discusses the instructional methods based on Focus on Form to teach the educational contents suggested in the previous chapter. It first discusses the instructional procedures in integration of FonF instruction for embedded sentences teaching for classroom use. It then categories the FonF tasks and techniques into production tasks and discovering activities to be selectively used on the basis of the characteristics of main Focus on Form activities. To enhance the effect of the FonF instruction of embedded sentences in classroom settings, input techniques should be presented in prior to main FonF activity, and in the stage after performing main activity feedback techniques should be used. In addition, conditions and procedures for actual application of input techniques, discovering activities, production activities, feedback techniques are described and above tasks and techniques were applied in the authentic classroom settings.
Chapter 5 shows the kind of effect that the results of the experiment conducted on FonF instruction has on embedded sentences teaching. Specifically, the experiment is conducted with the purpose of determining whether FonF has meaningful instructional effects compared to teacher-led explicit grammar teaching, and educational effects on learners' long-term memory is better than teacher-led explicit grammar teaching. The experiment shows that both explicit instruction group and FonF instruction group show improved achievement after instruction treatment. The improvement of FonF instruction group was statistically significant which confirms that FonF instruction is effective in teaching Korean embedded sentences. Furthermore, in downdrift of achievement score in delayed post-assessment FonF instruction group showed a variance that is not statistically significant compared to the variance of explicit teaching group and this also confirms that FonF instruction appeared to be helpful in long-term memory.

목차 (Table of Contents)

• <목 차>
• 1. 서론 1
• 1.1. 연구 목적 1
• 1.2. 연구 범위 및 방법 3
• 1.3. 선행 연구 8
• 2. 문법 교육의 변화와 형태 초점 교수 14
• 2.1. 문법 교육의 변화 14
• 2.2. 형태 초점 교수를 통한 문법 교육의 특징 17
• 2.2.1. 절충적 문법 교육 실행 17
• 2.2.2. 과제 중심 교육 실행 20
• 2.2.3. 성인 학습자의 인지적 학습 성향 활용 23
• 2.3. 형태 초점 교수의 원리와 과제&#8228;기법 28
• 2.3.1. 형태 초점 교수의 원리: 주목 및 의식 상승 가설 28
• 2.3.2. 형태 초점 교수의 과제&#8228;기법 31
• 2.3.2.1. 교수&#8228;학습의 명시성과 암시성 31
• 2.3.2.2. 형태 초점 교수의 과제 및 기법의 범위 34
• 3. 내포문 교육 내용 54
• 3.1. 교육 내용의 구성 54
• 3.2. 관형사절 교육 내용 62
• 3.2.1. 관형사절의 특징 62
• 3.2.2. 항목별 교육 내용 66
• 3.2.2.1. -는, -은, -을 66
• 3.2.2.2. -던 72
• 3.2.2.3. -다는 75
• 3.2.3. 항목 간 선택 교육 내용 77
• 3.3. 명사절 교육 내용 80
• 3.3.1. 명사절의 특징 80
• 3.3.2. 항목별 교육 내용 95
• 3.3.2.1. -음, -기 95
• 3.3.2.2. -는 것, -는 바, -는 줄 107
• 3.3.2.3. -는지 114
• 3.3.3. 항목 간 선택 교육 내용 115
• 4. 형태 초점 과제&#8228;기법을 활용한 내포문 교육 방법 124
• 4.1. 형태 초점 교수와 교수 단계의 통합 124
• 4.2. 내포문 교육을 위한 형태 초점 과제&#8228;기법의 조건 130
• 4.2.1. 입력 기법 적용을 위한 조건과 절차 131
• 4.2.2. 발견 과제 및 산출 과제 선택의 조건과 절차 135
• 4.2.3. 피드백 기법 적용의 조건과 절차 139
• 4.3. 내포문 교육 내용에 대한 형태 초점 과제&#8228;기법의 적용 140
• 4.3.1. 내포문의 문법적 기능 교육: 입력 처리 기법 적용 140
• 4.3.2. 항목별 교육: 딕토글로스 적용 147
• 4.3.3. 항목 간 선택 교육: 의식 상승 과제 적용 150
• 5. 형태 초점 교수를 통한 내포문 교육의 효과 156
• 5.1. 실험 156
• 5.1.1. 연구 문제 및 가설 156
• 5.1.2. 실험 대상 158
• 5.1.3. 실험의 설계와 내용 159
• 5.2. 실험 결과 163
• 5.2.1. 즉시 사후 평가 결과의 해석 및 논의 165
• 5.2.2. 지연된 사후 평가 결과의 해석 및 논의 167
• 6. 결론 169
• <참고 문헌> 173
• <부록> 180
• <Abstract> 190