Effects of Instructional Treatments with Learning Conditions and Tasks on Learning of Simple and Complex Grammatical Rules

다국어 초록 (Multilingual Abstract)

This study is a subsequent experiment of Ko’s (2006), which investigated the effects of learning conditions and task types respectively. Based on the findings of Ko’s (2006), the present study examined which combination of instructional treatments combining two learning conditions with two task types could be more effective than the other combinations on the learning of different grammatical rules. 130 Korean college
freshmen with low proficiency were assigned to four experimental groups: EC (explicit condition and comprehension task), EP (explicit condition and production task), IC (implicit condition and comprehension task), and IP (implicit condition and production task). After two week instructions, post-test data through grammaticality judgment test and controlled written test were analyzed by the two-way Multiple Analysis of
Covariance (MANCOVA). The findings of the study are as follows: (a) for the comprehension of a simple rule, there is no significant difference; (b) for the production of a simple and a complex rule, the EP can be the most effective; and (c) for the comprehension of a complex rule, the EP and the IP can be more effective than the EC and the IC. Overall, the effect of the combination with an explicit condition and a production task is more evident than the others. The results are expected to give empirical evidence and suggestions for more effective ways of promoting learning of formal linguistic features and leading L2 learners to develop their interlanguage.

목차 (Table of Contents)

• I. INTRODUCTION
• II. RESEARCH BACKGROUND
• III. METHOD
• IV. RESULTS AND DISCUSSION
• V. CONCLUSION
• Abstract
• REFERENCES
• Appendix