교수 명시성 정도와 영어 능숙도 수준이 중학교 영어 학습자의 연어 학습에 미치는 영향 = Effects of Explicitness of Instruction and Learner Proficiency on Middle School Students’ Learning of Collocations

다국어 초록 (Multilingual Abstract)

This study investigated the effects of degrees of explicitness of instruction (three levels: explicit, implicit, comparison) and levels of English proficiency (two levels: high, low) on the learning of collocated expressions by Korean middle school students. Sixty-nine third-year female students were divided into three groups and exposed to a total of 16 collocations during a two-week period. An immediate posttest and a delayed posttest (two weeks after the treatment), addressing both receptive and productive knowledge, were administered to gauge the learning outcomes. Results showed that the two variables of explicitness of instruction and English proficiency had statistically significant and independent main effects. More specifically, the students in the explicit condition were found to have achieved receptive as well productive knowledge more than the students in the other two conditions, and the learning effects lasted over two weeks.

국문 초록 (Abstract)

교수 명시성의 정도와 영어 능숙도 수준이 중학교 영어 학습자의 연어 학습에 미치는 영향을 살폈다. 총 69명의 학생들이 명시적 집단, 암시적 집단, 비교 집단으로 나뉘어 2주에 걸쳐 총 16개의 연어를 학습하였다. 연구 결과, 사후 및 지연 사후 검사 단계 모두에서 영어 능숙도 수준과는 무관하게 생산적 지식과 수용적 지식 양 측면에 미치는 교수 명시성의 주 효과가 통계적으로 유의미하였다. 즉, 명시적 집단이 모든 측정에서 암시적 집단 및 비교 집단에 비하여 우수한 수행을 보였다.

참고문헌 (Reference)

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