입력 중심과 출력 중심 형태초점접근법에 따른 아랍어 문법 학습 비교 연구

문지영(Mun, Ji-Young) 한국이슬람학회 2021 한국이슬람학회논총 Vol.31 No.1

The purpose of this study is to compare the effects of focus on form approach: input-based and output-based activity, input-output combined activity on intermediate level learners’ Arabic grammar proficiency. Focus on form approach, which has been long studied as an alternative instruction method that can enable balanced learning of accuracy and fluency of the respective language, is a learner-focused proactive instruction method that overtly draws learners’ attention to linguistic elements as they arise incidentally in lessons in which the overriding focus is on meaning or communication(Long, 1991). The results of the study are as follows. First, it was found that input-based activity, output-based activity, input-output combined activity focus on form approach and the traditional rule-explaining activity all improved the achievement from a short-term point of view for Arabic grammar teaching methods. Also, among the four activities, it was found that focus on form approach, which implements both input and output based activity, had the biggest effect. Such result shows that input and output-based activity are both needed for drawing attention to and to learn target grammar elements, and that learners can better learn the target grammar when both activities are combined. Second, input-based activity, output-based activity and input-output combined activity focus on form approach showed significant results in the long-term efficacy of Arabic grammar learning. Among them, the experiment group that performed both input and output activities had the biggest significant effect from a long-term learning perspective.

목표언어형태의 난이도 수준에 따른 입력 및 출력중심 형태초점 접근법이 언어형태 학습에 미치는 영향

조윤경 ( Cho Yunkyoung ) 글로벌영어교육학회(구 호남영어교육학회) 2018 Studies in English education Vol.23 No.1

The present study seeks to examine whether the effects of input-based and output-based focus-on-form instruction on the learning of target language forms would differ according to the difficulty level of the target forms. To this end, 81 Korean female high school students were assigned to two experimental groups and one control group. The two experimental groups received either input-based or output-based activities related to the two target forms at the different difficulty levels, while the control group received the textbook-based reading instructions. The results showed that in comprehending the two target forms, the input-based activities were more effective than the output-based ones. On the other hand, the difficulty of the target forms was found to intervene in the effects of the input-based and output-based instructions on the production of the target forms. In producing the less difficult form, the output-based activities were more effective than the input-based ones, whereas the two different types of activities did not affect the productions of the more difficult form.

입력 및 출력중심 활동이 간호대학생의 전공관련 어휘습득에 미치는 영향

서윤채,박현정 사단법인 인문사회과학기술융합학회 2018 예술인문사회융합멀티미디어논문지 Vol.8 No.12

The purpose of this study was to examine the effects of input-based activities and output-based activities major-related vocabulary acquisition of 1th grade nursing students. The study method was a non-equivalent control group pretest-posttest design. The sujects were recruited with 1th grade nursing students from one nursing colleges. They were assigned to the Input-based Activities group (n=20), Output-based Activities group(n=20) or Lecture class group(n=20) using a computerized blocked randomization. The activities was run for 80 minutes per session, once a week, and 4 sessions for a total of 4 sessions. The pre- and post-surveys conducted the same pre- and post-tests to measure the receptive vocabulary knowledge and productive vocabulary knowledge. Data was analyzed using frequency analysis, descriptive statistics, One-way ANOVA, χ²-test, t-test, Fisher's exact test, Kolmogorov-Smirnov, independent t-test and paired t-test. Results showed that there was a significant difference in lecture class, input-based, and output-based activity group(F=111.10, p=.000). There was a significant difference between the receptive knowledge(t=5.877, p=.000) and the productive knowledge(t=1.417, p=.006) after input and output-based activities. The results of this study confirmed that input-based and output-based activities had a positive effect on improving the acquisition of medical terminology knowledge of 1th grade nursing college students. 본 연구의 목적은 입력중심활동과 출력중심활동이 1학년 간호대학생의 전공관련 어휘 습득에 미치는 효과를 검증하고자 하였다. 연구방법은 비동등성 대조군 전후 설계의 유사실험연구(Non-equivalent control group pretest- posttest design)이다. 연구대상은 J지역의 1개 대학의 1학년간호대학생으로 입력중심활동 집단 20명, 출력중심활동 집단 20명, 강의식 수업 집단 20명 이었다. 프로그램은 1회당 80분, 주 1회씩, 4주간 총 4회기로 운영하였다. 사전· 사후조사는 동일한 사전, 사후시 험을 실시하여 수용적 어휘 지식과 생산적 어휘 지식을 측정하였다. 자료분석은 SPSS WIN 21.0 프로그램을 이용하여 One-way ANOVA, χ²-test, t-test, Fisher's exact test, Kolmogorov-Smirnov, independent t-test, paired t-test를 이용하였다. 연구결과는 강의식 수업, 입력중심, 출력중심활동 집단이 유의한 차이가 있었다(F=111.10, p=.000). 입력 및 출력중심활동 후 수용적 어휘 지식(t=5.877, p=.000)과 생산적 어휘 지식(t=1.417, p=.006)은 유의한 차이가 있었다. 이 연구 결과를 통해 입력중심과 출력중심활동은 1학년 간호대학생의 전공관련 어휘 습득 향상에 긍정적인 효과가 있음을 확인하 였다.

Input-based Instruction of English Personal Pronouns to Young Korean Learners

Haewon Kim,Min-Chang Sung,Hyunwoo Kim 아시아영어교육학회 2020 The Journal of Asia TEFL Vol.17 No.1

The low input saliency of English personal pronouns causes persistent difficulties in second language acquisition despite their highly frequent nature. The present study aims to examine how different types of input-based instruction improve the learning of English personal pronouns in young learners. Grounded on the main tenets of the formal and functional approaches, we incorporated visual enhancement (VE) and a meaning-oriented task (MT) to input-based learning. A total of 87 young Korean elementary students were administered four types of instructional treatments: input-only, input-plus-VE, input-plus-MT, and input-plus-both. Results of the pre- and the posttest indicated that the most significant improvements were found for the students who received both VE and MT. This finding suggests that the acquisition of English personal pronouns is facilitated when L2 input is provided in conjunction with both formal and functional approaches.

Noticing and L2 Learning in Input-based Focus-on-form Instruction

강동호 한국외국어교육학회 2011 Foreign languages education Vol.18 No.2

One of the theoretical rationale for focus-on-form is the notion that L2 learning requires noticing of what is to be learned. Various focus-on-form techniques have been developed in order that they promote noticing of target structures. While their effectiveness has been investigated in terms of subsequent learning of target forms, few attempts have been made to investigate whether the input-based instruction can lead to noticing and further L2 learning of target forms through pre-test and post-test research design. Therefore, the purpose of this study was to determine whether the input-based instructions, such as input enhancement and input processing, can make the target form, conditional sentences, more noticeable and affect learning in terms of L2 learners’ proficiency levels. The findings showed that the input-based instruction helped learners notice the target form, which resulted in L2 learning and that the low level students more benefited from the input-based instruction than their counterparts. In addition, the content-specific knowledge of L2 learners, not the general proficiency, influenced their noticing and learning of the target form.

The Effects of Input-based and Output-based Planning on English Speaking Anxiety

이동주 한국응용언어학회 2015 응용 언어학 Vol.31 No.3

While studies on the effects of foreign language speaking anxiety on EFL learners’ performance in oral tasks have been of great interest, few studies have been conducted regarding practical pedagogies that can decrease foreign language speaking anxiety. Based on the principles of Krashen’s input hypothesis (1985) and Swain’s output hypothesis (1993), this study compared the results and effectiveness of input-based reading activities and output-based writing activities, conducted prior to a recorded speaking task for foreign language speaking anxiety. For this study, 66 Korean university students were divided into two groups, each being assigned either input-based or output-based planning activities. The results showed that there was no significant difference in pre-/post-course speaking anxiety tests between groups. However, there was a significant decrease in foreign language speaking anxiety within each group. The results of student self-reflection papers demonstrated that around 80% of participants considered the planning activities to be helpful in decreasing their speaking anxiety. The organization of contents in planning activities was seen to be of most value in decreasing anxiety.

Exploring the Differential Effects of Input-based, Output-based, and Input-to-output-based Instruction on L2 Literature Classes

양치,리우밍,신유선 21세기영어영문학회 2023 영어영문학21 Vol.36 No.2

The present paper described a quasi-experimental study aimed at investigating the effects of different instructional approaches on the reading comprehension of Chinese EFL learners in a literature class. Specifically, the study examined the impact of input-based instruction using textual enhancement (TE), output-based instruction using dictogloss (DC), and input-to-output-based instruction using literature circles (LC). A total of 92 participants who enrolled in a literature course took part in this study and they were randomly assigned to the three groups (TE, DC, LC). During the study, the participants underwent three comprehension tests at distinct time intervals: a pretest, a post-test, and a delayed post-test. The data analysis indicated a notable disparity in instructional effectiveness among the three approaches when it came to enhancing L2 learners' reading comprehension. Particularly, the post-test and delayed post-test scores for the literature circle method displayed a significant improvement compared to the other instructional methods. These findings underscored the importance of incorporating literature circle practice into reading classes and offered practical implications for educators and curriculum designers.

The Effects of Input-based and Output-based Planning on English Speaking Anxiety

Dong-Ju Lee 한국응용언어학회 2015 응용 언어학 Vol.31 No.3

While studies on the effects of foreign language speaking anxiety on EFL learners’ performance in oral tasks have been of great interest, few studies have been conducted regarding practical pedagogies that can decrease foreign language speaking anxiety. Based on the principles of Krashen’s input hypothesis (1985) and Swain’s output hypothesis (1993), this study compared the results and effectiveness of input-based reading activities and output-based writing activities, conducted prior to a recorded speaking task for foreign language speaking anxiety. For this study, 66 Korean university students were divided into two groups, each being assigned either input-based or output-based planning activities. The results showed that there was no significant difference in pre-/post-course speaking anxiety tests between groups. However, there was a significant decrease in foreign language speaking anxiety within each group. The results of student self-reflection papers demonstrated that around 80% of participants considered the planning activities to be helpful in decreasing their speaking anxiety. The organization of contents in planning activities was seen to be of most value in decreasing anxiety.

특수 목적 중급 한국어 학습자를 위한 내용 기반 한국어 수업 구성 방안 연구

김보경 이중언어학회 2019 이중언어학 Vol.74 No.-

Content-based instruction (CBI) is widely considered an effective approach to promote both content learning and second language (L2) learning through integration. Most research on CBI in the field of teaching Korean as a foreign language has dealt with advanced learners of Korean. This is because they tended to assume that learners needed a high level of Korean proficiency in order to understand content and language from the authentic material CBI emphasises. However, the present study believes that CBI also can be effective for intermediate learners of Korean, especially those studying for occupational purposes, and describes how CBI-based Korean instruction can be taught to intermediate learners who lack background knowledge and Korean language proficiency. Helping learners to improve their L2 proficiency requires a critical understanding of language acquisition and cognitive psychology in terms of the comprehension and production processes in language use and language learning. Based on Gass’s (1993) “integrated model of SLA,” this research aims to help learners develop their proficiency within specific comprehension and production areas. Two main rationales underpin the lesson plan. First, learners can glean more content from input when they possess background knowledge (thematic content knowledge and linguistic knowledge) relevant to the input. Teachers can make input more comprehensible by expanding learners’ background knowledge relevant to the input rather than modifying or simplifying input. Second, pedagogical tasks for production can play a crucial role for learners in transferring from the semantic to syntactic processing necessary for L2 development. Tasks can encourage learners to stretch their interlanguage capabilities. The instruction described in this study therefore emphasises both comprehensible input and comprehensible output. This example of CBI can be applicable to learners of Korean studying for occupational purposes, such as diplomats or military personnel, as well as for academic purposes. 내용중심교수법(CBI)은 내용 학습과 언어 학습을 동시에 목적으로 하는 교수법으로 특수한 목적을 위한 언어 교육에 효과적인 교수법을 알려져 있다. 한국어 교육 분야에서 내용을 기반으로 한 교수법에 대한 논의는 2000년대 초반에 시작되어 많지는 않지만 현재까지 꾸준히 이어져 왔지만 학습자층이 고급 학습자들에 제한되고 타 교수법에 비해 다양한 수업 구성 방안이 제시되지 못했다. 본고는 특수한 목적을 가진 학습자들에게 CBI가 적합한 교수법이라는 전제하에, 업무를 목적으로 하는 학습자들을 대상으로 CBI에 기반한 수업 구성 방안의 예를 제시하고자 한다. CBI와 관련한 기존의 한국어 교육 분야 연구들이 고급 수준의 학습자들을 대상으로 한 데 비해 본 연구는 CBI 연구들이 많이 다루지 않은 중급 학습자들을 대상으로 할 것이다. CBI에 기반한 한국어 수업에서 내용 교수와 언어 교수가 어떻게 통합될 수 있으며 어떤 방식으로 수업을 구성할 수 있는지를 보여주고 실제적인 자료들을 이해하기에 배경지식과 한국어 숙달도가 부족한 학습자들이 내용과 언어를 동시에 학습할 수 있도록 하기 위해 어떤 원리를 바탕으로 어떻게 수업을 구성하였는지 그 실례로 소개할 것이다. 본고에서 제시하는 수업은 크게 두 가지 주요 원리에 중점을 두고 구성되었다. 첫째, 내용과 관련한 충분한 배경지식은 학습자들의 내용 이해를 촉진시킬 수 있다. 둘째, 내용에 기반한 과제는 학습자들의 출력을 유도하는 학습자들의 언어 숙달도를 발달시키는 데 기여할 수 있다. 본고에서 제시한 수업 구성 방안이 내용에 기반한 교육과정의 또 다른 모델로 한국어교육 현장에서 기여할 수 있기를 기대한다.

소프트웨어 컴포넌트 기반 로봇 시스템을 위한 입출력 연관관계 기반 적응형 조합 테스팅 기법

강정석,박홍성,Kang, Jeong Seok,Park, Hong Seong 제어로봇시스템학회 2015 제어·로봇·시스템학회 논문지 Vol.21 No.7

In the testing of a software component-based robot system, generating test cases for the system is a time-consuming and difficult task that requires the combining of test data. This paper proposes an adaptive combinatorial testing method which is based on the input/output relationship among components and which automatically generates the test cases for the system. The proposed algorithm first generates an input/output relationship graph in order to analyze the input/output relationship of the system. It then generates the reduced set of test cases according to the analyzed type of input/output relationship. To validate the proposed algorithm some comparisons are given in terms of the time complexity and the number of test cases.