英語 疑問文 指導의 學習 效果

Abstract

This study investigates effects of teaching English question formation. In the 1970s, English Education in this country was rather the grammar translation and rule explanation methods than the acquisition of communication competence. Though Students had been taught English as a second language for over ten years, they had difficulty in communicating even in daily activities with native speakers. To overcome the language barrier, in the 1980's English Education was focused on meaning rather than form to improve communicative abilities. In the 1990s, to improve more accurate and fluent use of English, the necessity of the Explicit Grammar Instruction was on the rise. Research questions of the thesis are as follows : 1. What differences do the students have in their accuracy of the English question formation according to the types of Form-focused Instruction they've taken? 2. Does the learners' English proficiency level have an influence on the effect of teaching English question formation? 3. What correlations does the accuracy of the English question formation have with an English ability in general? The subjects of this research were high school students in the second grade made up of nine classes. They had taken a one-month intensive EFL course. They were classified into three groups to meet the purpose of this research. Class A was given rule explanation amid explicit grammar instruction. Class B received visual enhancement treatment during the explicit grammar instruction. Class C received no instruction on question formation and an emphasis was put on the meaning. The main findings of the study are as follows : First, Though it seems that there was significant difference between the experimental group and the control group, there was not significant difference according to the types of Form focused instruction. Second, The effects of the question formation instruction was not the same among learners in their English proficiency level. Finally, it is clear that the accuracy of English question formation and English ability have comparatively positive correlations. The results were analysed through T-test and ANOVA(analysis of variance), with Tukey and Scheffe method used in post-hoc analyses. The results presented in this article provide further support for the hypothesis that Form-focused Instruction within a communicative context contributes to the higher level of linguistic knowledge and performance. The findings of this study suggest that accuracy, fluency, and overall communicative skills are best developed through the meaning-based instruction if the proper guidance is provided through timely form-focus activities and correction in context. The crucial question is what particular aspects of linguistic knowledge and performance are more or less affected by such instruction.