형태 초점 접근법이 중학생의 영어독해력, 문법 학습에 대한 인식, 흥미도, 자신감에 미치는 영향

Abstract

English learners not only can obtain language knowledge for use in its context, but also can infer grammar rules through induction by observing language use. The purpose of this study was to examine the effect of Focus on Form on middle school students’ English reading comprehension, perceptions of grammar learning. Also, this study examined the changes in students’ interest and self-confidence of learning English. Fourteen middle school students at a private institute participated in the study. The class using Focus on Form was conducted for 45 minutes five times for two weeks from September 19 to September 30. Before the experimental class, the students were asked to fill out pre-questionnaire about their perceptions of grammar learning, English learning interest and confidence. Also, they took a pre-reading test. In the experimental class, the participant students received textual input enhancement activities. They were provided with the typographically enhanced material with the three target forms: infinitive, gerund, relative pronoun. Accordingly, they could focus on the target structure while performing the communicative group task at the same time. After the experiment, they were asked to fill out a post-questionnaire and given a post-reading test. The pre-post questionnaire items were the same. The collected data were analyzed by using descriptive statistics, paired sample t-tests and reliability. The results of the study were summarized as follows: First of all, most of the students showed an improvement of reading comprehension. In addition, focus on form instruction was shown the positive changes in the perceptions of grammar learning. Learning interest and confidence in English was shown the positive changes, too. Based on the study findings teaching implications in order to improve grammar instruction for middle school students are suggested.